!	"#  ""


	

	




	
	
	


	








	

	


		


	







	

$%&&$!'"	&$	
	


An Educator’s Guide With Activities in Science,

Mathematics, Technology, and Language Arts

National Aeronautics and Space Administration

NASA Johnson Space Center

Houston, Texas

This publication is in the Public Domain and is not protected by copyright.

Permission is not required for duplication.

EG-2002-02-001-JSC

	



Early Childhood educators from the Houston,

Texas metropolitan area and throughout the United

States assisted with the development of this

publication for the National Aeronautics and Space

Administration. The Education Office at NASA

Johnson Space Center and the Education Office at

Space Center Houston provided support for this

document.

Educators:

Cathy Barthelemy

Cindy Brennecke

Julie Bullock

Ann Cook

Deana Delozier

Janice Denney

Tammy Gonzalez

Brenda Greenshields

Pooja Gupta

Tammy Hazzard

Trisha Hayes

Dr. Rebecca Huss-Keeler

Rhonda Kondo

Amy Muller

Shirin Nosrat

Rebecca Rodriquez

Ruby Sireno

Anita Slanina

Sara Sands

The following people provided special assistance

in the development of this guide:

Cynthia McArthur

Johnson Space Center Educator Resource Center

Space Center Houston

Pamela Mountjoy

Office of Human Resources and Education

Education Division

NASA Headquarters

Ed Pritchard

Education and Student Programs Branch

Johnson Space Center

Lisa Roberts

Johnson Space Center Educator Resource Center

Space Center Houston

Jodie Rozzell

Oklahoma State University

Teaching From Space Program

NASA Headquarters

Patricia Tribe

Director of Education

Space Center Houston

Volunteer Staff

Johnson Space Center Educator Resource Center

Space Center Houston

	 




 



!"#
!$%&'!&&







 



!"#
!$%&'!&& 	





	

  



	  

			
  

  


  


  !



"


 #

$%  &

'(  &

(  )

*

*
 )

'+( )

*
  

	*

  



	



 

,-./0	

	/	
%'

(1'2

	



  !

,-./0	
	% '(1'2	

	%% (
%

-.

 -- 


	


 3

,-./0	


		(


%)

	
 !"#

  

,-./0	
(%
(
4(



		
5
	"%

$	%"#

  !

,-./0	

		
(
(




%
4(

	 	

	
 	!	"#""








 



!"#
!$%&'!&& 	

	



	


&	'
()  3

,-./0	

	((
	

(


	
		

%
/

*	)("(+ 

,-./0	
-%
(
(
 
126


(
6	
7%
(


,	-.
(.  !

,-./0	

	-	%
(
(
 


12
(
	
	

7

/	"#

  3

,-./0	
-	
%	-
	
(
	


	
-

(


0	"#! (1  8

,-./0	
(((

	
7


((

	

	"#"(


  88

,-./0	

 
6
6


6	//

( 
	


	"#%( 89

,-./0	
%	


			

(-



	"#2
 !)

,-./0	

((
(
:
6
6	

4	
(


	31"# !8

,-./0	
	% 
	-(



$	"#1
4  !#

,-./0	

7-.
%


	




&	-


(   !&

,-./0	

%
(
	(
(


	 	

	
 	!	"#""


	



	


*	-


( 
 #

,-./0	
(/
(
- 


(	


-	(-


,	5

#"#  #

,-./0	


	(
	
		

/	"#21! #!

,-./0	

(	
	/

/(-


0	6
6
  #3

,-./0

(
%%	%6
	
/ 

	-'(6
(
6	





(
 9

;
 '(1'2 9

;
 	<%(  98

;
 $
%(  9!

;
8 $*  9#

;
!  :*  99

;
# "
*=
  93

;
9 *=

  9&

;
3 *$  3)

;
& >4(=
  

;
) 7+	
  3

;
 ($
  3

;
 ",-7  3

;
 	-(  #





 



!"#
!$%&'!&& 	

	



		


;
8 ,-(  38

;
! ($
;?  83

;
# *
7  3!

;
9 
*  3#

;
3 
$
 3#

;
& <=
  #&



  39




	*	
  3&

*

%	
  &

	*( +	 &


	 




 



!"#
!$%&'!&&



	



The construction of the International Space Station (ISS) is one of humankind’s most exciting and

challenging endeavors. Numerous rocket launches are required to build this orbiting science laboratory.

The purpose of this curriculum supplement is to introduce students in the Early Childhood classroom to

the International Space Station and the role rockets play in its construction. The guide uses these topics as

the basis for interdisciplinary activities for the early learner.

The product begins with background information for educators. To better understand the activities that

follow and to provide insight to students, educators should read these pages before beginning the lessons.

This section provides information on the construction and the purpose of the International Space Station,

as well as additional information on the history of rockets and the role of rockets in space station

assembly.

Activities that follow the background information are designed to allow students to develop science,

mathematics, technology, and English language arts skills. The activities in this guide are for use

individually or as part of a more concentrated space or transportation unit. Educators may choose the

sequence of lessons to best fit the requirements of their classrooms.

The activities require a minimum of preparation time and use materials that are usually available in the

Early Childhood classroom. These activities emphasize hands-on involvement, data collection,

observation, exploration, prediction, interpretation, problem solving, and development of language skills.

Each activity features objectives, a material list, educator information, procedures, and suggestions for

assessment and enrichment. When appropriate, the guide provides illustrations and graphics for activities.

Each activity correlates to national science, mathematics, technology, and English language arts standards.

Because many lessons are interdisciplinary, matrix charts relating activities to national standards are

included.

Following the activities, the guide includes a glossary of terms and acronyms.

Literature selections play an important role in classroom activities for the early learner. There are many

excellent age-appropriate books available, both fact and fiction, on rockets and space exploration. Books

can enhance activities in this guide. A list of titles, representing a small selection of appropriate books,

follows the glossary.

NASA provides a variety of educational resources to support the activities contained in this publication.

Resources include printed materials, electronic resources, videotapes, and software. This guide contains

information on how to obtain these resources.

An Educator Reply Card, or evaluation, is included. To help improve this product in the future, please

complete the form and make suggestions for changes or additions. Submit the evaluation by mail or

electronically through the Internet site provided on the included evaluation card.



	







 



!"#
!$%&'!&& 	



	

ACTIVITIES 

STANDARDS 1 2 4 5 7 8 19 20 

Science as Inquiry Abilities necessary to do scientific inquiry 

Understandings about scientific inquiry 

Position and motion of objects 

Objects in the sky 

Science and Technology Abilities of technological design 

Understanding about science and 

technology 

Abilities to distinguish between natural 

objects and objects made by humans 

 

History and Nature of 

Science

Science as a human endeavour 



	


	 	

	
 	!	"#""




			

ACTIVITIES 

STANDARDS 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 

Numbers and 

Operations

Understand numbers, ways of 

representing numbers, 

relationships among numbers, and 

number systems 

 

Understand meanings of operations 

and how they relate to each other 

 

Compute fluently and make 

reasonable estimates 

 

Algebra Understand patterns, relations, and 

functions 

 

Geometry Analyze characteristics and 

properties of 2- and 3-dimensional 

geometric shapes and develop 

mathematical arguments about 

geometric relationships 

 

Specify locations and describe 

spatial relationships using 

coordinate geometry and other 

representational systems 

 

Apply transformations and use 

symmetry to analyze mathematical 

situations 

 

Use visualization, spatial 

reasoning, and geometric modeling 

to solve problems 

 

Measurement Understand measurable attributes 

or objects and the units, systems, 

and processes of measurement 

 

Apply appropriate techniques, 

tools, and formulas to determine 

measurements 

 

Data Analysis and 

Probability

Formulate questions that can be 

addressed with data and collect, 

organize, and display relevant data 

to answer them 

 

Select and use appropriate 

statistical methods to analyze data 

 

Develop and evaluate inferences and 

predictions that are based on data 

 



	







 



!"#
!$%&'!&& 	



			




 ACTIVITIES 

STANDARDS 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 

Problem Solving Build new mathematical knowledge 

through problem-solving 

 

Solve problems that arise in 

mathematical and in other contexts 

 

Apply and adapt a variety of 

appropriate strategies to solve 

problems 

 

Monitor and reflect on the 

process of mathematical problem 

solving 

 

Communication Organize and consolidate 

mathematical thinking through 

communication 

 

Communicate mathematical 

thinking coherently and clearly to 

peers, teachers, and others 

 

Analyze and evaluate the 

mathematical thinking and 

strategies of others 

 

Use the language of 

mathematics to express 

mathematical ideas precisely 

 

Connections Recognize and apply 

mathematics in contexts outside 

of mathematics 

 

Representation Create and use representations 

to organize, record, and 

communicate math ideas 

 

Select, apply, and translate among 

mathematical representations to 

solve problems 

 

Use representations to model 

and interpret physical, social, 

and mathematical phenomena 

 



	


	 	

	
 	!	"#""




	 !	

ACTIVITIES 

STANDARDS 1 2 3 4 5 6 7 8 9 19 

Characteristics and Scope Natural world and 

human-made world 

 

People and technology 

Cultural, Social, Economic, 

Political Effects

Helpful or harmful 

Role of Society in the 

Development and Use

Needs and wants of 

individuals 

 

Attribute of Design Everyone can design 

Design is a creative 

process 

 

Engineering Design Engineering design 

process 

 

Engineering design 

ideas to others 

 

Troubleshooting, Research, 

Development, Invention, 

Innovation, Experimentation in 

Problem Solving

Asking questions and 

making observations 

 

Apply Design Processes Solve problems through 

design 

 

Build something 

Investigate how things 

are made 

 

Use and Maintain Products 

and Systems

Discover how things 

work 

 

Transportation Transportation systems 

Individuals and goods 

Care of transportation 

products and systems 

 



	







 



!"#
!$%&'!&& 	



  		

ACTIVITIES 

STANDARDS 1 2 3 4 5 7 8 9 10 11 13 14 15 17 18 19 20 

Students read wide range of print 

and nonprint texts to understand 

texts, themselves, cultures; to 

acquire new information; for personal 

fulfillment; texts are fiction, classic, 

and contemporary 

 

Students read a wide range of 

literature in many genres to build 

understanding 

 

Students apply wide range of 

strategies to comprehend, 

interpret, evaluate, and appreciate 

texts; draw on prior experience; 

interactions; show knowledge of 

word meanings; apply word 

identification strategies; show 

understanding of textual features 

 

Students adjust use of spoken, 

written, and visual language to 

communicate effectively with 

different audiences for variety of 

purposes 

 



	


	 	

	
 	!	"#""




  		




ACTIVITIES 

STANDARDS 1 2 3 4 5 7 8 9 10 11 13 14 15 17 18 19 20 

Students employ a wide range of 

strategies as they write and use 

different writing process elements 

to communicate effectively with 

different audiences for variety of 

purposes 

 

Students apply knowledge of 

language structure, conventions, 

media techniques, figurative 

language to create, critique, 

discuss print and nonprint texts 

 

Students conduct research by 

generating ideas and questions; 

posing problems; gathering, 

evaluating, synthesizing data from 

variety of data sources to 

communicate discoveries to suit 

their purpose and audience 

 

Students participate as 

knowledgeable, reflective, creative, 

critical members of literacy 

communities 

 

Students use spoken, written, 

visual language to accomplish their 

own purposes 

 





 



!"#
!$%&'!&& 	


	 	

	
 	!	"#""


	

The International Space Station (ISS) (Figure 1,

page 73) represents the most complex international

scientific endeavor in history. It is also the most

ambitious construction project ever undertaken in

space. Sixteen international partners, including the

United States, are working together, sharing

resources and expertise, to build this orbiting

research facility. International partners include

Canada, Russia, Japan, Brazil, and the eleven

nations of the European Space Agency. In the

United States, the organization responsible for

building the ISS is the National Aeronautics and

Space Administration (NASA).

Constructing the ISS is a complex and challenging

task. The station, when complete, will be 108.5

meters wide and 88.4 meters long. It will be

approximately the size of two football fields placed

side by side. The completed station will weigh

approximately 453,500 kilograms. There are no

launch vehicles or rockets capable of carrying an

object of this size into space at one time.

Individual components or pieces make up the

space station. The components come in all shapes

and sizes. Different nations build different

components of the ISS. Each piece has a special

purpose. Components are laboratories, living

areas, and equipment and storage areas. Important

parts of the space station are the large, shiny solar

arrays. These solar arrays provide power to the

space station.

The living and working areas on board the

completed space station will be about the size of

three average American homes. Giant solar

arrays will provide electricity for the space station.

The electricity generated would power about

10 average American homes. Water will be

recycled on the space station. While astronauts

float in the microgravity environment, they will

find the station to be at “shirt sleeve” temperatures.

Due to its size, the ISS must go to space in pieces.

Rockets carry these pieces to space. At an average

distance of approximately 407 kilometers above

the Earth, traveling at 28,163 kilometers per hour,

and circling the Earth every 90 minutes, humans

must put these components together to build the

station.

Construction of the Space Station began in 1998.

Since then, the station has continued to grow in

size. In 2000, the first international crew of three

people went to live and work on board the station.

Habitation of the space station marked the

resumption of a long-term human presence in

space.



	






 



!"#
!$%&'!&& 	




The ISS is a science laboratory in space. The space

station allows research in a microgravity

environment. Research in biology, chemistry,

physics, ecology, and medicine will result in

benefits for people on Earth. ISS crews are already

conducting scientific research on orbit.

The ISS will eventually be home to as many as

seven people. Crews, who live and work on the

station for four to six months, must be ferried back

and forth to Earth. Rockets are needed to carry

both cargo and people.

For more information and activities on the space

station, check the educational materials at

http://spacelink.nasa.gov/products.



	

American and Russian launch vehicles, or rockets,

deliver individual ISS components to space. These

vehicles also ferry crews, supplies, hardware, and

station components from Earth to the station.

NASA uses a reusable space transportation system

(STS), the space shuttle (Figure 2, page 74, and

Figure 3, page 75 ), to transport station components,

hardware, supplies, and personnel to and from the

ISS.

The space shuttle consists of several parts. One of

the parts is the orbiter. The crew lives and works in

the orbiter. There may be as many as seven people

on a crew. The orbiter is the only part of the space

shuttle that orbits the Earth. The orbiter needs

special rockets to reach Earth orbit. Two solid

rocket boosters attach to the external tank. The

external tank attaches to the orbiter and supplies

fuel to the three main rocket engines at the aft end

of the orbiter.

The payload bay of the orbiter stores new

components bound for the space station. A docking

port in the payload bay allows the orbiter to join, or

dock, with the ISS. After docking, a robotic arm

lifts a new piece or module out of the payload bay

and attaches it to the station. Astronauts then

perform spacewalks, or extravehicular activities

(EVAs), to help attach new components to the ISS.




Two different Russian rockets also take people,

supplies, and parts to the ISS. The Proton rocket

sends pieces of the space station to space (Figure 4,

page 76). A Proton rocket launched the first ISS

component, the Russian-built Zarya control

module.

A smaller Russian rocket, the Soyuz (Figure 5,

page 77), takes crews and cargo to and from the

station. The crew, usually three people, travels in a

small Soyuz capsule launched on a Soyuz rocket.

When it arrives at the station, the capsule docks to

a port on a Russian-built component. In addition, a

Soyuz rocket launches a Progress spacecraft.

The Progress does not carry people; it carries

supplies, or cargo, to and from the station. The

Progress also docks to a port on a Russian-built

part of the ISS. In the future, a variety of new

vehicles will visit the station to ferry crews and

supplies.


	

Building the ISS will take many years. Its

construction will require more than 40 launches

of the space shuttle, Proton, and Soyuz rockets.

Assembling more than 100 space station

components will require the use of robot

technology and many hours of spacewalks by

astronauts. When complete, scientific research

will continue on the station for many years.

For more information on the International Space

Station and the space shuttle, visit

http://spaceflight.nasa.gov. Information on
	 	

	
 	!	"#""




launches, missions, crews, and shuttle and station

sightings is available at the Spaceflight web site.





American and Russian rockets carry the parts and

the crews needed to construct the ISS in space. The

space shuttle and the Proton and Soyuz rockets are

all necessary for its construction. These modern

rockets are the result of centuries of

experimentation by people around the world.

 Although it is not clear when true rockets were

first developed, historical records indicate that the

Chinese developed simple rockets as early as the

13th century. They invented a form of gunpowder

to create fireworks for special events. Eventually,

the Chinese put gunpowder in a bamboo tube.

When lit, this gunpowder-filled tube launched,

creating a simple rocket.

More than 300 years ago, in the 17th century,

scientists began to study rockets. Sir Isaac Newton

(1642-1727) was a scientist who tried to explain

how rockets work. He stated three scientific

principles, called Newton’s Laws of Motion, which

describe the motion of objects, either on Earth or in

space. To successfully build rockets, scientists

have to understand these laws.

Early in the 20th century, one of the scientists who

conducted rocket experiments was an American

named Robert Goddard (1882-1945). People call

Goddard “the father of modern rocketry.” His

research helped give humans the ability to send

rockets to space. As a result of the research of

Newton and Goddard, modern rocket scientists are

able to design and build sophisticated rockets like

the space shuttle, the Proton, and the Soyuz.

Modern rockets took the first humans to space and

then to the Moon. Rockets launch satellites into

orbit around the Earth and send unmanned

spacecraft to explore the universe. Rockets are

necessary to transport crews, parts, and materials

to build the International Space Station.

For more information on the history of rockets and

additional rocket activities, visit the Spacelink web

site at http://spacelink.nasa.gov.



	



NASA provides a variety of educational resources

to support these lessons on the ISS and rockets.

The section of this guide titled NASA Resources for

Educators contains detailed information on how to

obtain these materials, including visual resources,

videotapes, Internet sites, and instructional

products. For additional information on how to

access NASA educational resources, contact the

Educator Resource Center that serves your area.

A listing of these offices is found in the resource

section of this guide.





 



!"#
!$%&'!&& 	






Students share and evaluate their knowledge of the

International Space Station (ISS).



Science, Mathematics, Technology, Language Arts

	

• Chart paper, 1 piece

• Drawing of the ISS (Figure 1, page 73),

colored

• Individual journal or paper, 1 piece per

student

• Markers, crayons, and pencils

• Photographs of the ISS





• Read the background information provided on

the ISS and rockets. Be prepared to share this

information with students.

• Have books on the International Space Station

available to share with the class. See the

Suggested Reading section for suggestions or

select books from other sources.

• Use this activity as the opening and closing

lesson on the International Space Station.

This lesson can be used to enhance the review

found in Activity 20, page 68.

• This lesson is designed to find out what

students know, what they want to learn, and

what they learned about the space station.

!


Opening Activity:

1. Students will create a KWL (Know Want

Learn) chart to organize information on the

ISS.

2. Write the words International Space Station

on chart paper. Explain to the class that the

ISS is another name for the International

Space Station. Tell the students that the ISS is

a science laboratory and home for astronauts

in space.

	
	


"#
	 	

	
 	!	"#""




3. Draw three columns under the words. Label

one column, What We Know. Label the

second column, What We Want to Know.

Label the third column, What We Learned.

4. Ask the students what they know about the

space station. Answers will vary. Write the

answers in the What We Know column. Some

students will know little or nothing about the

station.

5. Share some background information on the

space station. Ask students what they would

like to learn about the ISS. Write these

answers in the column labeled, What We Want

to Know.

6. Leave the final column, What We Learned,

blank. Complete this column as part of a

closing lesson when students share what they

have learned. Refer to Activity 20, page 68.

7. Display the chart in the classroom.

8. Share background information on the ISS

with students. Have drawings and

photographs available to show students. Read

books on the ISS to the class.

9. To help students better understand the space

station, relate it to something familiar in their

lives, their homes. Ask students where they

live. Explain that the ISS is a home in space.

Encourage students to describe their homes.

Compare the ISS to the places where students

live.

10. Compare the rooms in a home to the parts of

the space station. Both have kitchen areas,

bathrooms, and bedrooms.

11. Ask students about the materials that make up

their homes. Compare them to the materials

that make up the ISS.

12. Ask students to describe how they think their

homes were constructed. Encourage

discussion on who built the homes and how

the parts were put together. Ask students if

there was a plan or design for their home that

ensured it was built correctly. Compare the

construction of the ISS with the construction

of homes on Earth. Discuss the plans that are

used for both homes and space stations.

Ask why having a plan is important in

construction.

13. Compare the people who build homes and

the people who build the ISS. Discuss the

challenges of construction in space in a

microgravity environment.

14. Share with the class that the space station is

also a place for people to work. It is a science

laboratory in space. Compare the ISS to the

school building in which students and

educators work.

Closing Activity:

1. Use this activity as the final lesson on the ISS.

Use this activity as a review. Refer to Activity

20, page 68.

2. Ask students to look at the comments in the

column, What We Want to Learn, on the chart

created in the opening lesson. Read the

comments to students. Ask the class if they

learned more about these topics.

3. Ask students what they learned about the ISS.

List their comments in the What We Learned

column of the chart created in the opening

lesson.

4. Encourage students to discuss and evaluate

what they learned.



• Evaluate students during the opening lesson.

Listen as they orally share information about

the ISS. After the closing lesson on the ISS,

listen as students share what they learned.





 



!"#
!$%&'!&& 	



• In a journal or on a piece of paper, have

students draw a picture of the ISS.

Depending on the ability level of the student,

the student or the educator writes a studentgenerated fact about the ISS under the picture.

Using the drawing and sentence, evaluate

what the student learned.




• 	


	
	
	



	

	


	

• Students draw a picture of the ISS.

The student or the educator writes a

student-generated ISS fact on the paper.

Put the drawings together into a class book.

Read together as a class or have students

read individually.

• Use this same activity to determine what

students know about rockets. Ask students to

list what they know about rockets and list

what they wish to learn. At the conclusion of

the lessons selected, repeat the activity. Have

students share what they learned about

rockets.

• Students create a class book using the large

rocket drawing (Figure 6, page 78). Give the

class a “writing prompt” such as “A rocket

has...” or “My rocket is ...” Either the

student or educator writes a student-generated

sentence on the rocket pattern using the

prompt. Students color and decorate the

rockets. Put rockets together in a class book.

Read together as a class or have students read

individually.

• Find books on the ISS to share with the class.

See the Suggested Reading list for selections.

Students may enjoy reading or listening to

The International Space Station by Franklyn

M. Branley or Space Stations by Diane M.

and Paul Sipiera. Discuss with students what

they learned from the books.
	 	

	
 	!	"#""







Students identify the International Space Station

(ISS) and different types of rockets as objects in

the sky built by humans.



Science, Mathematics, Technology, Language Arts

	

• Drawing of the ISS (Figure 1, page 73),

colored

• Drawings of space shuttle (Figure 2, page 74,

and Figure 3, page 75), colored

• Drawings of Proton (Figure 4, page 76) and

Soyuz (Figure 5, page 77), colored

• Photographs of the ISS, rockets, and space

shuttle

• Picture or drawing of the Sun

• Pictures or drawings of objects in the sky,

some built by humans and some not built by

humans

• Globe

• Chalkboard and chalk

• Bulletin board paper or floor graph

• Markers, crayons, and pencils

• Paper, 2 pieces per student





• This activity requires two class periods to

complete.

• Before the lesson begins, read the background

information on the ISS, the space shuttle, and

rockets. Be prepared to share this information

with students.

• Collect pictures or drawings of objects in the

sky, some built by humans and some not built

by humans. Laminate drawings and

photographs for future use.

• Prepare a floor graph with two columns or

make a graph out of bulletin board paper.

Draw a line to create two columns on the

bulletin board paper. Label columns on the

graphs with the titles, yes or no.

!


First Class Period:

1. Introduce the drawing of the ISS. Ask

students if they can identify the drawing.

Have students share what they know about the

space station.

2. Share the background information provided

on the ISS. Discuss that humans are building

the station in space. If necessary, define the

word, human.

	
	

$





 



!"#
!$%&'!&& 	



3. Ask students to think about where the ISS is

at this moment. Remind students that the

station is constantly circling or orbiting the

Earth. Use a globe to demonstrate how the

station continuously circles the Earth. If

appropriate, introduce the word, orbit.

4. Discuss the size of the space station. Ask

students to generate ideas about how the

station goes to space. Share with them that

the station goes to space in pieces. Tell them

that rockets play an important role in building

the station.

5. Share the drawings of the Proton and Soyuz

rockets and the STS (Space Transportation

System), or space shuttle. Tell students that

these are all rockets that go into space and

take people, supplies, and parts to the ISS.

6. Look at the drawings of the ISS, Proton,

Soyuz, and space shuttle. Ask students to

generate ideas about who made these objects

in the sky. Explain to students that people

from different countries construct these space

vehicles. The ISS, Proton, Soyuz, and space

shuttle are all objects in the sky built by

humans.

7. Ask students to think of other objects in the

sky that people build. Ideas may include

airplanes, hot air balloons, helicopters,

satellites, and kites. Write a list of student

ideas on the chalkboard.

Second Class Period:

1. Using the drawings and pictures of the ISS,

Proton, Soyuz, and space shuttle, review the

concept of objects in the sky built by people.

Review the list of human-built objects in the

sky that students generated.

2. Show students a picture or drawing of the

Sun. Ask students if people built the Sun.

Explain to students that there are objects in

the sky that are not built by humans. People

are building the ISS, but people did not build

the Sun. Introduce the word, natural, if

appropriate, to describe objects not built by

humans.

3. Have students think of other objects in the sky

that people did not build. Ideas may include

birds, clouds, stars, lightning, and rainbows.

Write a list of student ideas on the

chalkboard.

4. Show students the pictures or drawings of

objects in the sky. Explain to students that

they will use a graph to sort or classify the

pictures as objects in the sky built by people

or not built by people. Use the floor graph

with two columns or the bulletin board paper

with two columns. One column is labeled

with the title, yes. The second column is

labeled with the title, no. Read and discuss

the titles with the class.

5. Show students a picture or drawing of an

object in the sky. Ask the question, “Is this

object built by people?’ Discuss the answer

and look at the words, yes and no on the

graph. Demonstrate placing the picture in the

appropriate column.

6. Distribute the remaining pictures and

drawings to students. Have students look at

their picture or drawing, and ask, “Is this

object built by people?” Students then answer

the question. Have students place the picture

or drawing in the appropriate column.

Continue until each student has a turn.



• Observe students as they place the pictures or

drawings in the appropriate columns.

• Request that students draw two pictures, one

of an object in the sky built by humans and

one of an object not built by humans.

Observe as students complete the drawings.

The educator or the student can write the
	 	

	
 	!	"#""




name of the object on each drawing. Observe

students as they place their drawings in the

appropriate column on the floor graph or the

bulletin board paper graph.




• Have students collect and bring in magazine

pictures of objects in the sky. Allow them to

share the pictures with the class. Ask students

to determine whether the picture is of an

object built by humans.

• Allow students to sort the collected pictures

using the floor graph or the bulletin board

paper graph. Ask students if they can think of

other methods to sort the pictures. Ideas may

include placing pictures in circles or in boxes

with appropriate labels.

• When complete, the ISS will be the largest

object built by people in space. The

completed ISS will be the brightest object

made by humans in the night sky. If a

football field is available close to the school,

take students outside to look at the field. Tell

them that when it is complete, the space

station will be approximately the size of two

football fields placed side by side. Ask them

to imagine how large a rocket would have to

be to carry the ISS into space at one time.

• Students can see the space shuttle and the ISS

in the sky. The Spaceflight web site,

http://spaceflight.nasa.gov, has information

on sighting opportunities.

• Begin a class discussion about the size of

objects in the sky. Using an airplane as an

example, ask students if a plane appears

smaller on the ground or in the sky. Based on

their experience, most students will state that

the plane appears smaller in the sky.

Encourage students to generate ideas about

why the plane looks smaller in the sky.

Objects that are farther away appear smaller

than objects that are closer. Help students

reach the conclusion that the plane appears

smaller because it is far away. If appropriate,

take students outside to the playground. Have

one student hold a drawing of the space

station. Request that the other students stand

close to the drawing and then slowly walk

away. Ask students if the drawing appears

smaller, the farther away they are. Remind

students that when they see the space shuttle

or the ISS in the sky, these objects will appear

to be very small because they are far away.

• Choose books from the Suggested Reading

list or from other sources on space travel,

rockets, and the space station. Share the

books with the class. Ask students to look at

the books and find pictures or drawings of

objects in the sky. Encourage students to

decide whether humans built these objects.





 



!"#
!$%&'!&& 	






Students associate a countdown with a rocket

launch and practice counting from 10 to 1.



Mathematics, Technology, Language Arts

	

• 11 copies of large rocket drawing (Figure 6,

page 78), colored

• Videotape of a rocket or shuttle launch with

audio of a countdown

• VCR and television

• Copies of small rocket drawings (Figure 7,

page 79), 11 rockets per student

• Chart paper

• Markers or crayons

• Scissors

• 2 classroom chairs

• Clothesline

• 11 spring clothespins

• Pocket chart or chalkboard tray

• Strips of paper or sentence strips, 1 per

student





• Make 11 copies of the large rocket. Copy

rockets on index-weight paper if available.

• On each large rocket, write one numeral from

10 to 1. On one rocket, write the word, liftoff.

Color. Laminate rockets for future use.

• Copy the page with the small rocket drawing.

Each student will need 11 small rockets. Use

these rockets for student independent practice.

The educator may write numerals from 10 to

1 and the word, liftoff, on the rockets before

copying. If appropriate, students can write

numerals and words on their individual

rockets.

• Review the information on the International

Space Station (ISS) and rockets. Be prepared

to share information with students.

• Choose a location in the classroom to place

the rockets in a countdown sequence.

• This activity requires two class periods.

• Review a countdown sequence from 10 to 1

and repeat selected activities for several days.

	
	


%&
	 	

	
 	!	"#""


	

!


First Class Period:

1. Remind students that construction of the ISS

requires more than 40 rocket launches.

2. Tell students that a rocket launch begins with

a countdown. As the rocket prepares to

launch, we hear an announcer counting,

“...10, 9, 8, 7, 6, 5, 4, 3, 2, 1, liftoff!”

3. Orally demonstrate a countdown sequence for

students. If appropriate, have students

practice with the educator.

4. Have students view a videotape of a rocket

launch or watch a televised rocket launch. If

possible, the videotape should have audio of

the countdown sequence. If watching a realtime launch on television, record this event.

Play the videotape several times.

5. Discuss why it is important to have a

countdown. Ideas could include safety and

timing issues. Countdowns allow everyone to

know when the rocket launches. Write the

ideas on chart paper and display in the

classroom. Discuss what could happen if

there was no countdown for a rocket launch.

6. Review a countdown sequence. Have students

practice counting orally from 10 to 1.

Second Class Period:

1. Review a countdown sequence before a

rocket launch. Demonstrate a countdown

sequence orally for students. Practice a

countdown together.

2. Introduce the large rockets with numerals and

the word, liftoff, written on them.

3. Use a pocket chart or the chalkboard tray to

place the rockets in a countdown sequence.

Have the class orally practice counting

backwards while the educator puts the

numerals in the correct order. Place the

rocket with the word, liftoff, after the 1.

Remember to always model sequencing from

left to right.

4. Have students practice placing the rockets in

the correct sequence on the chalkboard or in a

pocket chart.

"

1. Have the students practice counting

backwards each day until they become

comfortable with the activity. Practice a

countdown to get ready to go to recess, to

prepare to clean up, or as a cue to become

quiet. Incorporate a countdown into daily

classroom routines.

2. As a class activity, students practice placing

the rockets in the correct sequence. Students

may independently practice putting the

numerals in the correct countdown sequence.

Encourage sequencing from left to right.

3. To vary the sequencing activity, tie a length of

clothesline between two chairs. Attach eleven

spring clothespins. Using the clothespins,

have students attach the rockets to the

clothesline placing the numerals in the correct

countdown sequence. Monitor sequencing

from left to right.

4. After students become comfortable with the

correct sequence, put the rockets in scrambled

order in a pocket chart, on the chalkboard, or

on the clothesline. Select students to put the

rockets in the correct order. Students may

repeat the activity independently.



• Observe students as they independently

practice sequencing the rockets with numerals

from 10 to 1.

• Evaluate students as they independently

practice a countdown sequence orally.





 



!"#
!$%&'!&& 	



• Use the small rocket drawings to assess

students. Before copying, the educator may

write the numerals, 10 to 1, and the word,

liftoff, on the rockets. As part of the activity,

if appropriate, students may write the

numerals, 10 to 1, and the word, liftoff, on the

eleven small rockets. Have students color and

cut out the rockets. Observe students as they

independently place rockets in a countdown

sequence. Students may glue rockets in the

correct order on a strip of paper or on a

sentence strip. Monitor sequencing from left

to right.




• Empty one box of table salt on a tray or in a

small plastic container. A student uses a

finger or unsharpened pencil to practice

writing the numerals in a countdown

sequence in the salt. Students may also

practice writing the numerals in a countdown

sequence in sand on the playground, with

shaving cream on a table, or with fingerpaint

on paper.

• In a journal or on a piece of paper, students

write the numerals in a countdown sequence.

Students may write the word liftoff and draw a

picture of a rocket taking off.

• Encourage students to use creative movement

while practicing a countdown. For example,

the student may squat while counting and

jump up or “launch” when the word, liftoff, is

spoken.

• Use the chants and rhymes in Activity 11,

page 44, to review a countdown sequence.

• On the playground, students practice a

countdown while jumping rope or drawing

numerals on the pavement with sidewalk

chalk.

• Before liftoff, there is a countdown. After

liftoff, a clock begins counting upwards. It

shows how much time has elapsed in the

mission. Have students practice a countdown

and then say, liftoff. After liftoff, ask students

to practice counting upwards like the mission

clock. Encourage students to count slowly

while counting up and down. Students can

count slowly to determine how long a minute is.

• Using the words, countdown and liftoff,

introduce or review the concept of compound

words. Compound words are two words that

when placed together, form a new word.

Write the word, count, on an index card.

Write the word, down, on another card.

Repeat this process with the word, liftoff. Ask

students to look at the card with the word,

count, and talk about what it means. Repeat

with the word, down. With the words toward

the class, hold the two cards next to each

other. Ask students to form a new word with

the two cards. Discuss its meaning. Repeat

the process with the word, liftoff. Have

students orally generate a list of other

compound words. To assist younger students,

the educator may find magazine pictures of

items that are compound words, such as

mailman, backyard, and baseball. Write the

list on chart paper and display in the

classroom. Divide these compound words

into two words and write on index cards.

Students practice forming compound words

by putting the cards together.

• Select counting books to share and discuss

with the class. Blast Off! A Space Counting

Book by Norma Cole, listed in the Suggested

Reading list, is a counting book with a space

theme. Compare a countdown sequence to

the numbers in the counting books.
	 	

	
 	!	"#""







Students perform a simple science experiment to

show how a rocket works and to demonstrate

Newton’s Third Law of Motion.



Science, Technology, Language Arts

	

• Pictures, drawings or videotapes of rocket

launches

• 1 plastic straw (milkshake size)

• 10 long party balloons

• Clear cellophane tape

• 6 – 8 meters of nylon monofilament fishing

line (any size)

• Scissors

• 1 spring clothespin

• 1 straw rocket drawing (Figure 8, page 80),

colored and cut out

• Chart paper, 3 pieces

• Journal or a sheet of paper, 1 per student

• Markers, crayons, and pencils

• 2 classroom chairs

• 




• Camera and film





• Carefully review the setup of the experiment

and gather all required materials.

• Decide where the experiment needs to be set

up in the classroom.

• This activity may need additional adult

assistance.

• Because of safety concerns, an adult should

blow up the balloon.

• Read the information about the International

Space Station (ISS). The ISS is a science

laboratory in space where the crew performs

science experiments.

• Read information on the history of rockets

and on the scientists who studied rockets. Be

prepared to share this information with

students.

• Read the following information and be

prepared to share it with the class.

Sir Isaac Newton described the principles of

rocket science in three laws of motion. A

simplified explanation of his third law of

motion helps young students understand how

rockets work. This law states that every

action has an equal and opposite reaction.

When a rocket expels fuel or propellant out of

its engine, the rocket moves in the opposite

direction. The rocket pushes the propellant

	
	

#'(





 



!"#
!$%&'!&& 	



out, and the propellant then pushes the rocket.

The propellant comes out of the engine. This

is the action. The rocket lifts off the launch

pad in the opposite direction. This is the

reaction.

• Explain to the class that this experiment

shows how rockets work. The balloon

experiment and a rocket both demonstrate

Newton’s Third Law of Motion, which states

that for every action there is an equal but

opposite reaction.

• For additional simple rocket

demonstrations, view the Rockets guide at

http://spacelink.nasa.gov/products/Rockets.

In this guide, the activity, 3, 2, 1 Pop, is an

excellent demonstration of how a rocket

works.

!


1. Remind students that rocket launches are

necessary to build the ISS. Share pictures,

drawings, or videotapes of rocket launches

with students. Discuss what they see in the

pictures, in the drawings, or on the videotape.

Note the direction that the rockets move.

Note where the engines are and where the

flames or fire comes out.

2. Ask students if they know how a rocket

works. Explain to them that they will be

conducting a simple demonstration or science

experiment to show how a rocket lifts off the

launch pad. Students, just like the astronauts

in space and scientists on Earth, will conduct

an experiment to gather information.

3. Thread the fishing line through the straw.

Attach each end of the line with the straw on

it to the back of a classroom chair. Stretch the

line tightly.

4. Have an adult blow up a balloon and keep it

tightly closed with fingers or with a

clothespin.

5. Tape one part of the rocket pattern (Figure 8,

page 80) to the balloon. Tape the balloon

carefully to the straw while keeping it tightly

closed. See Figure 9.

6. Show students the position of the balloon on

the fishing line. Place the balloon near one

end of the fishing line with the open end

closest to the chair. Explain to the class that

in this experiment, an adult will release air

from the balloon.

7. The word, hypothesis, is introduced if

appropriate. Show the class the word written

on a piece of chart paper. For scientists, a

	



	 	

	
 	!	"#""




hypothesis is a reasonable or good guess

about what they think will happen in an

experiment.

8. Tell the class that the air will be released from

the balloon. Discuss in which direction the

air will move. The balloon will also begin to

move. Based on their prior experiences, ask

the students to make a good guess about the

direction the balloon will travel when air is

released. Ask the class to verbalize a

hypothesis, or guess, about the movement of

the balloon. Students point with their fingers

to indicate the direction in which they think

the rocket will travel.

9. Write the hypothesis developed by the class

on the chart paper.

10. When discussing directions, encourage the

class to use the word, opposite. Introduce or

review the concept of opposites.

11. To help students remember the correct

sequence of events in the experiment, write

directions or draw pictures to represent the

steps on chart paper. Display the directions in

the classroom.

#

1. Prepare to launch, or release, the air from the

balloon. Just like a rocket launch, practice a

countdown, 10,9,8,7,6,5..., before the air is

released.

2. Carefully remove fingers or the clothespin

from the balloon and release the air. The

balloon will travel in the opposite direction

from which the air escaped.

3. Ask students if their guess or hypothesis was

correct.

4. Explain to the students that scientists must

repeat an experiment many times. Repetition

of an experiment ensures that the results are

accurate. Like scientists, the class must repeat

the experiment with the balloon to determine

that the results are always the same.

5. Let students choose a reasonable number of

times to repeat the experiment. Scientists

need to have many repetitions to increase the

reliability of their results.

6. Before repeating the experiment, tell the class

that scientists need a method to record the

results from experiments.

7. Ask the class to devise a simple way to record

information or data from the experiment. For

example, if the experiment repeats five times,

ask students to write the numerals from 1 to 5

on an individual sheet of paper or in a journal.

8. Students sit in front of the experiment and

observe. Have students draw an arrow next to

the numeral to indicate the direction the

balloon traveled each time. Data collection

could also be a class activity.

9. Be ready to repeat the experiment the number

of times suggested by the class. If necessary,

use a new balloon blown up by an adult.

When attaching the balloon to the straw, be

certain that the open end of the balloon is

always facing the same direction. Remember

to practice a countdown. Collect data from

the experiment.

10. As the experiment repeats, let students

participate by holding the balloon closed and

releasing the air. Remind the class to observe

the balloon’s movement and to record the

data.

11. Allow students to compare their data. Ask

students if they can learn something or draw a

conclusion from this information.

12. If appropriate, introduce the word,

conclusion. Write the word, conclusion, on

chart paper. A conclusion is a statement of

the results from the experiment. Ask the class

what they learned from the experiment. Write

their conclusion on the paper. For example,

the conclusion could be, “When the air was





 



!"#
!$%&'!&& 	



released from the balloon, the balloon moved

in the opposite direction.”

13. Discuss whether the original hypothesis or

guess was correct. Have students verbalize

why they think the balloon traveled in the

opposite direction.

14. Explain to students why the movement of the

balloon is like a real rocket’s movement. If

appropriate, introduce the information about

Newton’s Third Law of Motion. In a rocket,

propellant escapes from the bottom of the

rocket. In the balloon experiment, air escapes

from the end of the balloon. The rocket lifts

off due to the escaping propellant. The

balloon moves due to the escaping air. Like a

rocket, the balloon travels in the opposite

direction.

15. Display the chart paper with the hypothesis,

the chart paper with the conclusion, and the

data collection sheets in the room. If a

camera is available, add pictures of the

students conducting the experiment to the

display.



• Observe students as they answer questions

about the experiment. Have students draw a

picture of the experiment in their journals or

on a piece of paper. Ask them to explain their

drawing and explain the relationship between

the balloon’s movement and the released air.

Ask students to describe how a rocket works.




• Challenge students to apply what they learned

in this experiment. Repeat the experiment

with one change. When attaching a balloon to

the straw, reverse the placement of the open

end of the balloon. If the open end was to the

left, place it to the right. Ask students to form

a hypothesis about the movement of the

balloon when the air releases. Conduct the

experiment. Repeat if necessary. Discuss

whether the hypothesis was correct. Talk

about the similarities and differences in this

experiment and the original experiment. Ask

the students if the balloon, in both

experiments, moved in the opposite direction

from the release of the air. Discuss how

students applied what they learned or their

conclusion from the first experiment to a new

situation.

• Repeat the experiment with another variation.

Change the position of the fishing line.

Attach one end to the ceiling. Place the straw

on the line and stretch the line tightly. Attach

the balloon. Attach the other end of the line

to a chair or object in the room. Repeat the

experiment. Ask students to apply what they

learned to a new situation.

• In a journal or on a sheet of paper, or as a

group exercise with the educator writing on

chart paper, ask students to list the steps

needed to conduct the experiment. Discuss

the importance of completing the steps in the

right order. Encourage the use of ordinal

numbers, such as first, second, and third in

their descriptions.

• Have students use directional words to

describe the movement in the balloon

experiment or a rocket launch. Discuss words

such as up and down, left and right, and

forward and backward. Introduce or review

the concept of words that are opposites. Have

students generate a list of words that are

opposites.

• From the Suggested Reading list or other

sources, select books that feature pictures and

drawings of rocket launches. Encourage

students to look at the depictions of rocket

launches and think about what they now know

about how a rocket works. Ask students to

look at the pictures and note the direction in

which the rockets move.
	 	

	
 	!	"#""







Students gather data and create a simple graph to

show the results of a science experiment.



Science, Mathematics, Technology, Language Arts

	

• Balloon experiment as outlined in

Activity 4, page 21

• Chart paper, 3 pieces

• Interlocking cubes, assorted colors

• Markers, crayons, and pencils

• Journal or piece of paper, 1 per student





• This activity works well as a follow up to

Activity 4, page 21.

• Be sure to have all materials ready before the

activity begins.

• Because of safety concerns, an adult should

blow up the balloons.

• Review the experiment in Activity 4. In

Activity 5, the experiment will be set up in the

same way. There will be one variation in the

experiment. In this lesson, students will

evaluate whether the amount of air in the

balloon changes the distance the balloon

travels on the fishing line. Students will

develop a graph to collect this data.

• Read the directions for this activity carefully.

Be prepared to share this information with

students.

• Draw a line on chart paper to create two

columns. Label the two columns with the

appropriate titles, Number of Breaths and

Distance Traveled. For non-readers, drawings

may be more appropriate.

• Decide where to set up the experiment in the

classroom.

!


1. Set up the experiment as described in

Activity 4. Discuss with students what they

learned from the experiment in Activity 4.

	
	

(





 



!"#
!$%&'!&& 	



2. Explain to students that in this lesson, the

balloon experiment will also be repeated

several times. Let students know there will be

one difference in the experiment in Activity 5.

Each time the class conducts the experiment,

there is a different amount of air in the

balloon. An adult blows the balloon up each

time with a different number of breaths. The

air is then released. Students observe how far

the balloon travels on the fishing line. They

determine whether the amount of air in the

balloon changes the distance it travels on the

fishing line.

3. After explaining the procedure, ask the

students to develop a good guess, or

hypothesis, about what will happen. Discuss

whether the distance the balloon travels will

change with the amount of air in the balloon.

4. Decide on a reasonable number of times to

repeat the experiment.

5. Ask students to devise a method to collect the

data from the experiment. All scientists, on

Earth and in space, need to have a method to

collect data. Discuss the type of data students

need to record. Each time the class conducts

the experiment, students need to record the

number of breaths and the distance the

balloon travels when the air releases. Use a

simple two-column graph on chart paper.

Label one column, Number of Breaths. Label

the second column, Distance Traveled. Use

drawings for non-readers. Students can also

collect data individually.

6. Ask students to generate ideas about how to

gather the data. Students can simply count the

number of breaths. Record breaths on the

graph by using tally marks.

7. Tell the students that they will need to

measure the distance the balloon travels each

time the experiment repeats. To measure the

distance, create a nonstandard measurement

tool out of interlocking cubes.

8. Have students put interlocking cubes of one

color together in a group of 10. For example,

make sets of 10 blue, 10 green, 10 yellow.

Connect the groups of ten together, alternating

colors, on the floor underneath the fishing

line. Make the line of cubes long enough to

reach from one end of the fishing line to the

other end. Students can measure the distance

traveled by counting the interlocking cubes in

groups of 10’s and 1’s.

9. To help students remember the sequence of

events in the experiment, write directions or

draw pictures to represent steps on chart

paper. Display the chart in the classroom.

#

1. Have an adult fill the balloon with air. Make

sure the adult stops between each breath so

students can count the number of breaths. As

the adult fills the balloon, ask students to

count the number of breaths and record the

data on the graph.

2. Tell students to observe the experiment

closely. Release the balloon. Students note

where the balloon stops on the line. Using the

interlocking cube measuring stick and

counting by 10’s and 1’s, the class measures

how far the balloon traveled on the fishing

line. Record the data on the chart paper. Be

sure students practice using the correct unit of

measurement when they record or talk about

distance traveled. For example, the balloon

traveled 32 interlocking cubes.

3. Repeat the experiment the number of times

suggested by the class. Each time, the adult

varies the number of breaths. Students count

and record the number of breaths each time.

Students observe where the balloon stops on

the line. Count and record the number of

interlocking cubes that represent the distance

the balloon travels.
	 	

	
 	!	"#""




4. Carefully look at the information on the

graph. Discuss the information on the graph

and evaluate what students learned from the

experiment.

5. Help students use the information to reach a

conclusion about the experiment. Students

should be able to determine that more breaths

result in the balloon traveling a greater

distance.

6. As students evaluate the results of the

experiment, guide them in using math

comparison words such as more and less in

their statements.

7. Write the statements on the graph.



• Request that students draw a picture of the

experiment in their journal or on a sheet of

paper. Ask them to write a sentence about the

results of the experiment or describe the

results orally. Evaluate.




• Repeat the experiment using groups of five

interlocking cubes as a nonstandard

measuring tool. Students gain experience

counting by 5’s.

• Encourage students to think of other forms of

nonstandard measurement to determine the

distance the balloon traveled. Suggestions

could include plastic links, tiles, new crayons,

and scissors. Repeat the experiment. Remind

students to use the unit of measurement when

they talk about distance traveled. For

example, the balloon traveled a distance of

17 crayons.

• Set up two balloon experiments side by side

in the classroom. Let the students “race” two

balloons at one time. Vary the number of

breaths in the balloons. Let students evaluate

the number of breaths and the distance the

balloons travel.

• Have students apply what they learned in this

experiment. Ask students to consider whether

the amount of fuel in a rocket determines how

far it travels. Ask students to consider other

factors such as size and weight that may

affect the distance a rocket travels.

• From the Suggested Reading list or other

sources, select books that feature pictures and

drawings of rocket launches. Encourage

students to look at the depictions of rocket

launches and think about what they now know

about how a rocket works.





 



!"#
!$%&'!&& 	







• Three class periods are required for the

completion of this activity.

• This activity may need additional adult

supervision for rocket construction.

Construction of the rockets may work best in

a small group environment.

• For each student, copy 2-piece straw rocket

pattern.

• Review information on using rockets to

construct the ISS.

• Be prepared to demonstrate how to make and

launch a paper rocket. Color and cut out the

2-piece rocket. Place the two pieces together

with the drawings on the outside. Carefully

seal the edges with glue, leaving the bottom

edge open. Make sure no air can escape.

Insert the straw into the bottom edge and blow

into the straw to launch the rocket. Use one

short, strong breath to launch the rocket.

• It is important that students carefully seal the

edges of the rocket with glue. Students need

to leave the bottom edge of the rocket open

and unsealed. Adults may need to assist with

the application of glue.




Students construct and launch paper rockets, and

use graphs and nonstandard measurement to show

how far the rockets travel.



Mathematics, Technology

	

• 2-piece straw rocket (Figure 8, page 80), 1 set

per student

• Plastic straws, 1 per student

• Glue sticks or glue

• Drawing of International Space Station (ISS)

(Figure 1, page 73), colored

• Bulletin board paper, approximately 3 meters

long

• Crayons and markers

• Markers or small photograph of each student

• Interlocking cubes, assorted colors

• Chart paper, 2 pieces

	
	

 

	#
	 	

	
 	!	"#""


	

• Select an open area to launch the rockets.

Plan to carry straws, student rockets, and

markers or individual photographs of students

to the rocket launch area.

• Color and cut out the ISS drawing. Glue the

ISS drawing at the end of the bulletin board

paper.

• Draw a line to divide a piece of chart paper

into two columns. Label one column with the

title, Name, and the second with the title,

Distance. For non-readers, use drawings

instead of words to label the columns.

!


First Class Period:

1. Remind students that constructing the ISS

requires more than 40 rocket launches.

Rockets also carry supplies and people to and

from the station.

2. Demonstrate how to make and launch the

paper rocket.

3. Demonstrate how to insert the straw into the

opening at the bottom of the rocket. Begin a

countdown, “10,9,8,7,6,5...” Demonstrate

how to use a short, strong breath to blow into

the straw and launch the rocket.

4. Have each student construct a paper rocket,

color, and decorate it. Instruct students to

write their name on the rocket.

5. Each student cuts out the 2–piece rocket and

places the two pieces together, colored sides

facing out.

6. Carefully apply glue to make sure no air

escapes. To insert straw, leave bottom edge of

the rocket unsealed. Adult supervision may

be required. Younger students may need

assistance in using glue to seal the edges. Let

the rocket dry.

7. Collect rockets and save for the next class

period.

Second Class Period:

1. Take the class to the selected location to

launch the rockets. A room or area with open

floor space is preferable.

2. Talk about safety rules during a real rocket

launch. People must avoid being close to a

rocket when it launches. Have students

develop safety rules for the launch of their

paper rockets. Be sure to talk about eye

protection.

3. Lay the long piece of bulletin board paper

with the ISS drawing on the floor.

4. Explain to students that they will stand at the

end of the paper and launch their rocket

toward the ISS drawing. The class will

practice a countdown for each launch.

Demonstrate a rocket launch while the

students count from 10 to 1 and then say

liftoff.

5. Tell students to note the spot on the paper

where the rocket lands. When they launch

their rocket, they will either write their name

at the spot or mark it with an individual

photograph.

6. Tell students that everyone will have a turn to

launch a rocket. Wait to launch until directed

by the teacher.

7. Distribute rockets and straws to students.

8. A student steps to the end of the paper to

launch a rocket toward the station drawing.

Before launching the rocket, have students

predict whether their rocket will reach the

space station. Ask the class to repeat a

countdown sequence before classmates

launch their rockets. Students insert the straw

into the rocket and blow air through the straw

to launch their rocket. Remind students to use

a short, strong breath. Each student has a

turn.

9. If the rocket does not land on the paper, pick

it up and place it on the paper at a similar

distance from the launch point.





 



!"#
!$%&'!&& 	




10. At the spot on the paper where the rocket

lands, have each student write their name with

a marker or glue a small individual

photograph.

11. After each student has had an opportunity to

launch a rocket and mark where it landed,

explain to students that the bulletin board

paper is a graph that shows how far each

rocket traveled.

12. Ask the class to look at the graph and evaluate

what they see. Have students generate

sentences to describe what the graph shows

them. Use comparison words such as longer

and shorter, and closer and farther, in the

sentences. Sentence examples include:

Patrick’s rocket is closest to the ISS; Laura’s

rocket traveled a longer distance than John’s

rocket. Write the sentences on the bulletin

board paper graph or chart paper.

13. Save the bulletin board paper graph and

sentences for the next class period.

Third Class Period:

1. Students can measure how far their rockets

traveled using nonstandard measurement.

Explain to students that they will use

interlocking cubes to measure how far their

rocket traveled.

2. Lay the bulletin board paper graph with the

distances marked on the floor.

3. Ask students to sort interlocking cubes by

color. Count 10 interlocking cubes of one

color and connect them. For example, make

sets of 10 blue, 10 green, 10 yellow. On the

floor, connect the sets of 10 cubes alternating

different colored groups of 10. Repeat this

process until the class has enough sets of

10 interlocking cubes to reach from one end

of the paper to the other. The cubes should

stretch from the end where the rockets launch

to the end where the ISS drawing is located.

4. Let each student take turns finding the spot on

the paper where their rocket landed. Have the

student count interlocking cubes by 10’s and

1’s to see how far the rocket traveled. For

example, a rocket traveled a distance of 106

interlocking cubes. Encourage students to

state the unit of measurement.

5. On the chart paper, record the name of each

student in the Name column. Then record the

number of interlocking cubes the rocket

traveled in the Distance column.

6. After each student’s information has been

recorded, have students look at the chart to

make comparisons and draw conclusions

about the distance the rockets traveled.

Encourage them to use comparison words

and the correct unit of measurement.



• Observe students and listen to their comments

as they use the graphs and nonstandard

measurement to describe how far their rocket

traveled.




• Have students predict how far their rocket

will travel. Students place an object on the

floor at the point where they think the rocket

will land. Launch the rocket. Ask students to

compare where the rocket landed to the spot

they predicted. Use comparison words.

• Have students discuss ways that they could

increase the distance their rocket travels.

Ideas may include changing the position of

the rocket or blowing differently into the

straw. Repeat the activity. Compare and

contrast the performance of the rocket. Use

comparison words to describe the differences

in rocket performance.
	 	

	
 	!	"#""




• To encourage practice counting by 5’s, repeat

this activity using interlocking cubes sorted

into groups of 5. Connect the cubes in groups

of 5, alternating colors, in a line on the floor.

Use this line of cubes to practice nonstandard

measurement and see how far the rockets

travel. Encourage students to use the unit of

measurement when stating how far their

rocket traveled.

• Have students think of other items to use for

nonstandard measurement. Examples include

wooden blocks, pattern blocks, plastic links,

counting rods, shoelaces, and new pencils.

Have students launch their rockets again. Use

another type of nonstandard measurement to

measure the distance the rockets travel.

Encourage students to always state the unit of

measurement when describing the distance

their rocket traveled.

• Another paper and straw rocket is found in

the Rockets guide at

http://spacelink.nasa.gov/products/Rockets.

Younger students will need adult assistance to

construct this rocket.

• From the Suggested Reading list or other

sources, select books that feature descriptions

and pictures of rocket launches, such as The

Space Shuttle by Jacqueline Langille and

Bobbie Kalman or Rockets and Spaceships

by Karen Wallace. Read the books to the

class or have students individually read the

books. Encourage the students to find

similarities and differences in their paper

rocket launches and the launches described in

the books.





 



!"#
!$%&'!&& 	






Students become familiar with the space

transportation system (STS), its parts, and the

sequence of a space shuttle launch.



Science, Mathematics, Technology, Language Arts

	

• Drawings of space shuttle (Figure 2, page 74

and Figure 3, page 75), colored

• 1 set of shuttle sequence cards (Figure 10,

page 81), enlarged, colored and cut out

• Drawing of space shuttle parts (Figure 11,

page 82), colored and cut out

• Diagram of shuttle launch to orbit sequence

(Figure 12, page 83), colored

• Shuttle sequence cards (Figure 10, page 81),

1 set per student

• Model of the space shuttle, available from toy

stores

• Pictures of a shuttle launch

• Videotape of a shuttle launch

• VCR and TV

• Small closeable plastic bags, 1 per student





• This activity may require two class periods.

• Review the background information on the

International Space Station (ISS) and the

space shuttle. Be prepared to share it with

students.

• Read the following additional information on

the space shuttle. Be prepared to share it with

the class.

• Be prepared to show students drawings,

pictures, or models of the space shuttle. Be

able to point out the different parts to the

class.

NASA uses the space transportation system

(STS), or space shuttle, to take people,

supplies and hardware to the ISS. It has a

unique design. The space shuttle is a special

type of rocket. It consists of several different

parts. The orbiter is the white triangular

shaped piece, the only part of the shuttle that

travels into space. The orbiter houses the

crew and carries the components of the ISS in

the payload bay. The orbiter needs two white

solid rocket boosters and a large orange

external tank to reach space. Like many

rockets, the space shuttle has several different

steps in its launch sequence.

Refer to Figure 12, page 83, featuring the

shuttle launch to orbit sequence. The

	
	

	
&

	 	

	
 	!	"#""




countdown begins, and the rocket engines ignite.

The space shuttle lifts off the launch pad at

Kennedy Space Center in Florida. Kennedy

Space Center is located near the Atlantic

Ocean, on the coast of Florida, close to Cape

Canaveral. The space shuttle travels into the

sky, leaving a trail of smoke. The solid rocket

boosters contain solid propellant. This solid

fuel is the consistency of a pencil eraser. The

solid rocket boosters burn for about two minutes

and help the orbiter to travel high into the sky.

The propellant is then completely used. There

is no longer any need for the solid rocket

boosters. At approximately the two-minute

mark, the boosters jettison, or separate, from

the external tank and orbiter. They descend into

the Atlantic Ocean beneath large parachutes.

Ships are waiting to recover the solid rocket

boosters and pull them back to shore. People

carefully check the boosters and prepare them

for launch again on another shuttle flight.

The large orange external tank remains

attached to the orbiter. Inside the external

tank are liquid hydrogen and oxygen.

Hydrogen and oxygen are normally found in

gaseous form. In the external tank, hydrogen

and oxygen are so cold that they exist in a

liquid state. Liquid hydrogen and oxygen are

good rocket propellants. The external tank

supplies fuel to the three main rocket engines

at the aft end of the orbiter. At approximately

eight minutes after liftoff, the external tank

has no more propellant. The external tank

has completed its task to get the orbiter into

space. There is no longer any need for the

external tank. It separates from the orbiter

and tumbles to Earth. As it falls through the

Earth’s atmosphere, it becomes very hot. The

external tank burns up before it reaches the

Earth’s surface.

Approximately 40 minutes later, the orbital

maneuvering system (OMS) engines fire to

complete the vehicle’s trip to orbit. The orbiter

circles, or orbits, the Earth. It often brings

hardware, people, and supplies to the ISS.

After the orbiter finishes its mission in space,

it returns to Earth. The orbiter lands on a

runway. A parachute is used to help the

orbiter stop. At Kennedy Space Center, the

orbiter is serviced and prepared to return to

space. It is a reusable launch vehicle.

• Enlarge, color, and cut out one set of shuttle

sequence cards. Write numerals on the back

to indicate the correct order of a shuttle

launch. Laminate for future use.

• Copy and color the diagram of a shuttle launch

to orbit sequence. Laminate for future use.

• Copy and color drawings of the space shuttle

and shuttle parts. Laminate for future use.

!


First Class Period:

1. Use videotapes, models, drawings or

photographs to show students a shuttle launch

to orbit sequence. Share information on the

sequence of a shuttle launch.

2. Look at the launch to orbit sequence drawing.

Name each part of the space shuttle. Discuss

with students the sequence and talk about

each part as it separates from the orbiter. Use

the drawing of the shuttle parts to demonstrate

how each part separates.

3. Review the launch to orbit sequence using the

drawings of the space shuttle and its parts.

Remind the students that the orbiter is the

only part of the shuttle that travels into space.

Use ordinal numbers, like first, second, and

third, to describe the sequence of events.

4. Introduce the enlarged versions of the shuttle

sequence cards. Use the cards to describe the

events in the launch to orbit sequence. Use

them to put the events in the correct order.

5. Let students practice the sequence of events

during a shuttle launch using the cards. Have

students refer to the numerals on the back of

the cards to self-check.





 



!"#
!$%&'!&& 	



6. Remember to tell students that one of the

missions of the space shuttle, after launch, is

to carry hardware and people to and from the

ISS.

Second Class Period:

1. Review the sequence of a space shuttle launch

using models, videotapes, diagrams, and

drawings.

2. Let students practice the correct sequence of a

space shuttle launch using the enlarged space

shuttle launch to orbit sequence cards.

Encourage them to self-check using the

numerals on the back of the cards.

3. Have students review the sequence of events

using an individual set of shuttle sequence

cards. Give students a set of cards to color

and cut apart.

4. Ask students to place the cards in the correct

sequence. Monitor the activity to make sure

students place cards in order and sequence

from left to right.

5. Ask students to orally describe the steps in a

shuttle launch using the shuttle launch to orbit

cards. Encourage students to use ordinal

numbers, such as first, second, and third when

describing each step. Have students store

the cards in a plastic bag.



• Observe students as they place the shuttle

sequence cards in order. Ask students to

describe each step in the launch to orbit

sequence.




• Have students draw the sequence of events in

a journal or on a sheet of paper. If

appropriate, have students label the parts of

the shuttle.

• Use a map or globe to show students where

they live. Locate the Kennedy Space Center

in Florida. Find the Atlantic Ocean. Use

labels or stickers to mark these locations.

Remind students that the solid rocket boosters

fall into the Atlantic Ocean. Have the class

generate ideas about why the space shuttle

launch pad is located close to the ocean.

Ideas should include safety issues.

• Use a globe to demonstrate the orbiter circling

or orbiting the Earth. Ask students to

remember that the orbiter is the only part of

the space shuttle that orbits the Earth.

Mention that the ISS also orbits the Earth. In

space, the orbiter will dock, or join, with the

space station and deliver supplies, people, and

hardware. Review the concept, introduced in

Activity 2, page 15, of objects in the sky made

by humans.

• The space shuttle has both solid and liquid

propellants or fuel. The solid rocket boosters

have solid propellant, and the external tank

has liquid propellant. Discuss the differences

between a solid and a liquid. Encourage

students to generate a list of the characteristics

of a solid and a separate list of the

characteristics of a liquid. Compare and

contrast the lists. Make a list of things that

are solid and things that are liquid. In their

journals or on a sheet of paper, have students

draw pictures of objects that are solids or

liquids. Have students or the educator label

the drawings. Students may also collect

pictures of solids and liquids. Use the

pictures to practice sorting or classifying.

• From the Suggested Reading list or other

sources, select books that feature descriptions

and pictures of shuttle launch to orbit sequences.

Examples include The Space Shuttle by

Jacqueline Langille and Bobbie Kalman,

Space Shuttle by Mark Bergin, and Jan

Graham’s Best Book of Spaceships. Read to

the class or let students read individually. Ask

students to describe the sequence of events in

a shuttle launch using pictures in the books.
	 	

	
 	!	"#""







Students construct an edible model of the space

transportation system, or space shuttle, and use it

to demonstrate a launch sequence.



Science, Mathematics, Technology, Language Arts

	

• Carrots, cleaned and cut in half, lengthwise,

1 per student

• Celery, 2 equal sized pieces per student

• White bread, 1 slice per student

• Knife

• Peanut butter, marshmallow cream, or

softened cream cheese

• Plastic knives, 1 per student

• Templates of the orbiter (Figure 14, page 84),

copied on index-weight paper or an orbiter

cookie cutter

• Paper plates, 2 per student

• Paper towels

• Drawing of shuttle launch to orbit sequence

(Figure 12, page 83)

• Drawing of space shuttle parts (Figure 11,

page 82)

• Journal or piece of paper, 1 per student

• Chart paper

• Markers or crayons

• Model of the space shuttle, available from toy

stores





• Before beginning this activity, determine if

any student has an allergy to peanuts.

• This activity may require additional adults to

assist the educator. It may work best in a

small group environment.

• Make copies of the orbiter template. Use

index-weight paper, if available. Cut out.

Laminate for future use.

• Depending on the ability level of the students,

an adult may need to cut orbiters out of white

bread using the orbiter template provided.

Use an orbiter cookie cutter if available.

	
	


&






 



!"#
!$%&'!&& 	



• Before beginning the activity, have an adult

wash and cut the vegetables. Cut the carrot in

half lengthwise. Cut crosswise to make two

large pieces with the large end of the carrot.

Place the carrot flat side down on a paper

plate. This represents the orange external

tank. It is the longest part of the space

shuttle.

• For each student, have an adult cut two equalsized pieces of celery. The celery sticks

represent the two equal-sized solid rocket

boosters. Make sure they are shorter than the

carrot that represents the external tank and

longer than the orbiter made out of bread.

• Prepare a paper plate for each student with the

vegetables, bread, a plastic knife, and a small

amount of peanut butter or alternative spread.

• Before the activity begins, the educator or

other adults should practice putting the

vegetable and bread orbiter together.

• Review background information on the space

shuttle and its parts. Be prepared to share this

information with students.

• Refer to the drawing of the shuttle and its

parts. Be prepared to name each of the parts

and talk about the sizes of the parts.

• Read the following information and be

prepared to share it with students.

There are four orbiters currently in use.

Atlantis, Columbia, Discovery, and

Endeavour are the names of the orbiters.

NASA built two other orbiters. The

Enterprise flew only as a test vehicle. In

1983, an accident destroyed the orbiter

Challenger.

The orbiter is the shortest part of the space

transportation system. It is 37 meters in

length. The two solid rocket boosters are

equal in size. They are taller than the orbiter.

Each solid rocket booster is 45 meters long.

The orange external tank is the tallest part of

the shuttle. It is 47 meters in length.

• To help students put the vegetables and bread

together in the correct order, create a chart

using pictures. In addition to oral directions,

have students use the pictures on the chart to

help them remember the correct sequence.

Make another chart with pictures to show

students the order in which the vegetables are

removed from the bread orbiter to simulate a

launch to orbit sequence.

!


1. Review background information on the space

transportation system or space shuttle and its

parts with students.

2. Refer to the drawing of the shuttle and its

parts. Ask students to name each of the parts.

Discuss the size of each part. Compare the

sizes of the parts. Ask students to name the

tallest part and the shortest part of the space

shuttle.

	
	 	

	
 	!	"#""




3. Pass out paper plates with one carrot stick,

two pieces of celery, one bread orbiter, a

plastic knife, and peanut butter or alternative

spread. Tell students they are going to build a

space shuttle out of food. Explain the

directions orally and also share the picture

charts.

4. Ask students to examine the parts of the

vegetable and bread space shuttle. Ask

students to guess which food represents each

shuttle part. Share that the carrot represents

the external tank. The celery sticks represent

the two solid rocket boosters. The bread

represents the orbiter.

5. Introduce or review the word, equal. Discuss

that the two celery sticks are equal in length.

6. Look at the parts of the space shuttle and

describe them using comparison words such

as tallest and shortest, and taller and shorter.

7. Students attach the celery sticks to the carrot

with a small amount of peanut butter or

alternative spread.

8. Spread peanut butter or an alternative spread

on one side of the bread orbiter and attach it

to the carrot external tank. At this point, if

necessary, provide a clean plate to each

student.

9. When students have completed assembling

their space shuttle, it is time for a countdown.

Review the diagram of the space shuttle

launch to orbit sequence. Demonstrate how

to launch the edible shuttle. If possible, hold

the vegetable space shuttle upright. Count

from 10 to 1 and get ready to liftoff.

10. Soon after launch, simulate the separation of

the two solid rocket boosters. Lay the celery

sticks back on the plate.

11. Next, simulate the separation of the carrot

external tank. Lay it back on the plate.

12. Simulate the orbiter orbiting or circling the

Earth and landing back on the plate.

13. Ask students to describe the sequence of

events using ordinal numbers such as first,

second and third.

14. When the class discussion is finished,

students eat the space shuttles they made.



• In a journal or on an individual sheet of paper,

students draw a picture of the vegetable and

bread space shuttle. Encourage students to

draw the vegetables to represent a launch

sequence. Have students look at their

drawing to determine if the parts are the

correct size when compared to each other.

• Using a commercial model of the space

shuttle, have students reenact the launch

sequence. Ask students to make a comparison

of the heights of the space shuttle parts.




• Count the number of celery sticks in the class

by 2’s. Count the number of external tanks in

the class by 1’s.

• Have students draw a picture of a space

shuttle launch to orbit sequence in a journal

or on an individual sheet of paper. If

appropriate, ask students to label the parts

and to write numerals under each step.

• Have students build a model of the space

shuttle out of blocks, wood, or cardboard

boxes. Ask them to sequence a shuttle launch

using their model. Help students evaluate and

compare the sizes of each part.

• From the Suggested Reading list or other

sources, select books that feature descriptions

and pictures of shuttle launch to orbit

sequences. Examples include The Space

Shuttle by Jacqueline Langille and Bobbie

Kalman, Space Shuttle by Mark Bergin, and

Jan Graham’s Best Book of Spaceships. Read

to the class or have students read individually.

Ask students to describe the sequence of a

shuttle launch using pictures in the books.





 



!"#
!$%&'!&& 	






Students build rockets out of wooden blocks and

use comparison words to describe the height

relationships.



Mathematics, Technology, Language Arts

	

• Wooden blocks

• Die with numerals 1 to 6 or corresponding

number of dots

• Drawings of Proton (Figure 4, page 76) and

Soyuz (Figure 5, page 77), colored

• Drawing of space shuttle (Figure 3, page 75),

colored

• Photographs of different types of rockets





• This activity may work best in a small group

environment.

• The educator may wish to limit the size and

number of blocks used in this activity.

• To avoid accidents, the teacher may wish to

limit the height of the rockets. For example, a

rocket can only be as tall as the table, the

bookcase, or a student.

• Review information on different types of

rockets. Be prepared to share this information

with students.

• Copy and color drawings of Russian rockets

and the space shuttle. Laminate drawings and

pictures for future use.

!


1. Show students pictures, photographs, and

drawings of different types of rockets. Tell

students that rockets are different shapes and

sizes. Show students drawings of the Russian

Proton and Soyuz rockets and the American

space shuttle.

2. Tell students that several types of rockets

carry supplies, people, and parts to the space

station. Ask them to compare and contrast the

drawings. Look at the rocket pictures and

discuss similarities and differences in rocket

design. Remind students that rockets do not

all look the same and are not all the same size

or shape.

	
	

(

	 	

	
 	!	"#""


	

3. In small groups, have students use wooden

blocks to create their own rockets. Allow

students to independently explore building

rockets out of wooden blocks.

4. Add a die to the block area in the classroom.

Tell students that they must roll the die to

determine the number of blocks they will use

to build a rocket. Each student will roll the

die three times and build three rockets. For

example, a student rolls a six, and uses six

blocks to build a rocket. Make sure that the

rockets have the same base, such as a table or

the floor, to be sure that comparisons will be

accurate.

5. Direct students to roll the die three times.

Each time students roll the die, they build a

rocket with the appropriate number of blocks.

Leave the rocket standing after each roll. The

student should have three rockets standing

after three rolls.

6. Compare the rockets’ height using

comparison words, such as taller and shorter,

and tallest and shortest. Introduce or review

the word, equal. Have students place the

block rockets in order from tallest to shortest,

and shortest to tallest.

7. Challenge students to evaluate the way the

blocks are stacked or placed. Blocks stacked

the “tall way” rather than the “long way” may

change the height of the rocket.



• Listen and evaluate students as they use

comparison words to describe their rockets.

Observe students as they place rockets in

order by height.

• Students draw the rockets they built.

Observe students to see if the depiction of

rocket heights is correct. Students or

educators write a student-generated sentence

to describe the drawing.




• Have students build three rockets of different

heights out of blocks. Label the rockets 1, 2,

and 3. Have students compare the heights of

the rockets and use good reasoning skills. For

example, if rocket 1 is taller than rocket 3, and

rocket 2 is shorter than rocket 3, then rocket 2

must be shorter than rocket 1. Encourage

students to look at other possible comparisons

using rockets of varying heights.

• Two students build individual rockets using

the same die roll. Ask them to compare the

heights of the rockets. Decide if the rockets

are equal in height. Have students evaluate

the way blocks are placed and decide if the

rocket height changes if blocks are stacked a

different way. Use comparison words to

describe the heights of the rockets. Increase

the number of blocks used in the activity by

using a pair of dice instead of one die.

• To practice numeral or number word

recognition, repeat this activity with students

selecting cards with number words or by using

a spinner with numerals.

• Select an object in the room. Compare the

height of a block rocket to the height of the

object. Use comparison words. Ask students

to build a rocket taller, shorter, or equal to the

height of this object.

• Use nonstandard measurement tools, such as

interlocking cubes or plastic links, to measure

the height of the rockets built out of blocks.

• Introduce or review the concept of symmetry.

Ask students to examine their block rockets.

Decide whether the rockets have symmetry.

Look for other symmetrical objects in the

room. Ask students to build a symmetrical

rocket.

• Have students use different materials to

construct rockets. Students could construct

rockets out of cardboard tubes and scrap





 



!"#
!$%&'!&& 	




paper. Use scraps of wood and glue to create

rockets. Use small cardboard boxes for

individual rockets. Use large cardboard boxes

to create a child-sized rocket for the

classroom. Encourage students to use

comparison words to describe the rockets.

• Find and read books to the class on building

rockets. Examples from the Suggested

Reading list may include Ritchie’s Rocket by

Joan Anderson, Mooncake by Frank Asch, or

Rocket by Mike Inkpen. Have students

compare and contrast the rockets they built

with the rockets built in the books.
	 	

	
 	!	"#""







Students practice uppercase letter recognition and

sequencing uppercase letters in the correct order.



Language Arts

	

• 26 large rocket drawings (Figure 6, page 78),

colored

• Alphabet chart

• Drawing of space shuttle launch to orbit

sequence (Figure 12, page 83), colored





• Write an uppercase letter, A to Z, on each one

of the 26 rockets. Color and decorate the

rockets. Laminate the rockets for future use.

• Decide on a location in the classroom to place

the rockets in alphabetical order.

• Be prepared with a familiar alphabet song for

students to sing.

• This activity requires one class period.

Students should review the activity over

several days.

• Review the sequence of a space shuttle launch

and be prepared to share information with

students.

!


1. Explain to students that, in space shuttle and

rocket launches, events have to take place in

the right order or sequence. Refer to the

drawing of the space shuttle launch to orbit

sequence. Remind students that, like the

events in a space shuttle launch, the letters in

the alphabet have a certain order or sequence.

2. Introduce the rockets with the letters of the

alphabet. Using the rockets, demonstrate how

to sequence the alphabet on the floor or on a

chalkboard tray. Use the term, alphabetical

order.

3. Distribute the rockets to the students. If there

are fewer than 26 students in the class, keep

the extra rockets or give two rockets to some

students. Ask students to place their letter in

the correct order. Remember to always

	
	


('
)





 



!"#
!$%&'!&& 	



monitor sequencing from left to right. If

students require extra help, call out the next

letter or have students refer to an alphabet

chart.

4. Using an alphabet chart or an alphabet song,

have students check that the sequence is

correct.

5. As the activity becomes more familiar,

encourage students to sequence the alphabet

independently using the rockets. If necessary,

have students refer to an alphabet chart for

assistance.

6. To vary the activity, tell students to hold the

rockets, stand, and then line up in alphabetical

order. Hand out the rockets to students. If

you have fewer than 26 students, keep the

extra rockets and be prepared to place the

rockets in the correct order. Remember to

monitor sequencing from left to right. The

educator may need to prompt students with

the next letter.

7. As the activity becomes more familiar,

encourage students to sequence the alphabet

without assistance. Have one student check

that the sequence is correct using an alphabet

chart or song.



• Observe students as they practice recognizing

uppercase letters and putting them in the

correct order.




• Distribute the rockets with uppercase letters to

the students. If you have fewer than 26

students, give two rockets to some students.

Play a simple alphabet game using the letters.

Call out certain letters. Students hold up their

letter when appropriate. For example, the

educator requests: the letter W; all vowels;

the letter in the alphabet before C; the letter

in the alphabet after R. Repeat using

variations of the activity. For students

familiar with sounds, the game could include:

the first letter in hat; the last letter in mop.

Repeat using variations of the activity.

• For emerging spellers, hand the rockets with

uppercase letters to students. Name a simple

word. Ask students holding the letters that

spell the word to stand, come forward, and

place themselves in the correct order.

Remember to sequence from left to right.

Repeat using other simple words. To practice

rhyming words, name a simple word. Ask

students to come forward with their letters

and spell the word. Name a word that

rhymes. Change the first letter in the word.

Ask the student with the first letter, or initial

sound, in the word to sit down. Ask the

student with the new first letter, or initial

sound, to come forward. For example, start

with cat; then hat; then pat. Repeat using

other simple rhyming words.

• Make copies of the small rocket drawings

(Figure 7, page 79). Color and cut out

26 copies of the rocket. Write a lowercase

letter on each rocket. Laminate for future use.

Use the rockets with uppercase letters, and

allow students to practice matching uppercase

and lowercase letters on the chalkboard tray

or the floor.

• Using the small rocket drawings (Figure 7,

page 79), create activities for independent

practice on letter recognition and sequencing

the alphabet.

• Using the paper rockets in Activity 6, page 28,

students practice letter recognition. Lay

rockets with uppercase letters end to end on

the floor. Depending on the capabilities of

students, letters may be in alphabetical order

or randomly placed. Place a piece of paper

tape on the floor at the end of the line of

letters. Position the rockets so that students
	 	

	
 	!	"#""




standing on the tape can read the letters.

Students launch their rockets from the line.

They note the letter nearest the spot where

their rocket lands. Repeat the activity

changing the order of the letters or using

lowercase letters.

• The space program uses many acronyms or

initials, including NASA (National

Aeronautics and Space Administration),

ESA (European Space Agency), EVA

(extravehicular activity), STS (space

transportation system), SRB (solid rocket

booster), and ET (external tank). Review

what these acronyms mean. Write them on

the chalkboard. Introduce the concept of

using the first or initial letter of a word. Have

students apply this to their names and figure

out their initials. For example, the initials for

Robert James Smith would be RJS. Ask

students to think of other acronyms.

Examples could include U.S. (United States),

VCR (video cassette recorder), and CD

(compact disc).

• Choose alphabet books to read to the class.

Use the books to check that students correctly

sequence the alphabet rockets.





 



!"#
!$%&'!&& 	






Students use rhymes, chants, songs, and creative

movement to practice rhyming words.



Mathematics, Language Arts

	

• Chart paper

• Sentence strips

• Pocket chart

• Craft sticks, 5 per student

• Drawing of International Space Station (ISS)

(Figure 1, page 73), colored

• Drawing of Proton (Figure 4, page 76) and

Soyuz (Figure 5, page 77), colored

• Small rocket drawings (Figure 7, page 79),

5 rockets per student

• Markers and crayons





• Use songs, rhymes, and chants to enhance

other activities in this guide.

• Write the songs, rhymes, and chants on chart

paper or sentence strips.

• Explore additional resources for appropriate

songs, rhymes, and chants.

• Color drawings of ISS, Proton, and Soyuz.

Laminate for future use.

• Make enough copies of small rocket drawings

so that each student has a set of 5. Have a set

colored, cut out and glued on craft sticks to

show students.

!


1. One at a time, introduce songs, rhymes and

chants about rockets and the space station.

Examples of songs, rhymes, and chants

follow. Have students develop movements to

accompany the songs, rhymes, and chants.

	
	



(
*#&
	 	

	
 	!	"#""




Songs

	



	










	










	






Repeat the song. Substitute the word station

for the word rocket. Hold and move a

drawing of a Proton or Soyuz rocket or the

ISS while singing the song.
















 

!
"





# $

Develop movements to accompany the

song.





%




&

'((

)

%




&

Substitute the words Proton, Soyuz, or

shuttle for the word rocket. Develop

movements to accompany the song. Hold

and move a drawing of a Proton, Soyuz,

shuttle, or the ISS while singing the song.

Chants and Rhymes



 (child squats)

*
 (points arms

upward)

+,-,.,/ (repeats slowly)

0$&$(springs into the air)

1


2

3



4


5


!


	6"

+

,

-

,

.

,

/

,

Students may use their fingers or five

copies of the small rocket to represent the

five rockets in the rhyme. Have students

color, cut out the rockets, and glue them to

wooden craft sticks. Discuss the simple

subtraction problems in this rhyme. Have

students create movements to go with the

words in the rhyme.

7

0

#

 


# 



  

#







 



!"#
!$%&'!&& 	



2. Display the chart paper or sentence strips with

the songs, chants, and rhymes written on

them. Read from the sentence strips or chart

paper, and encourage students to follow the

words. Model reading from left to right.

3. Mix up the order of the sentence strips. Have

students place the strips in the right order.

Depending on the ability level of the students,

have students place individual words in the

correct sequence. Encourage students to

review initial sounds in rhyming words.

4. Practice the songs, rhymes, and chants daily.



• Ask students to identify words that rhyme.

Ask them to generate a list of additional

rhyming words. Read together or

individually. Evaluate individual students.

• In a journal or on a sheet of paper, have

students draw pictures of rhyming words.

If appropriate, have them write the rhyming

words under the pictures. Read together or

individually.




• Let the class create original songs, chants, and

rhymes. Write the new songs, chants and

rhymes on charts or sentence strips and

display in the classroom. Read together.

• Choose books of poems and rhymes to share

with students. Blast Off! Poems About Space

by Lee Bennett Hopkins is a poetry book with

a space theme. Select rhyming books from

the Suggested Reading list or other sources.

Roaring Rockets by Tony Mitton and Ant

Parker is one of many rhyming books about

space. Encourage students to identify words

that rhyme in the books.
	 	

	
 	!	"#""







Students find missing addends in simple number

sentences.



Mathematics

	

• Paper plates, 1 for every two students

• 5 copies of the small rocket drawing (Figure

7, page 79), colored, cut out, and ready to

attach to chalkboard or flannel board

• 1 large rocket drawing (Figure 6, page 78)

• Copies of small rocket drawing (Figure 7,

page 79), 1 set of 5 rockets for every

2 students

• Chalkboard or flannel board

• 1 paper plate, ready to attach to chalkboard or

flannel board

• Journal or a piece of paper, 1 per student

• Paper, 2 pieces per student

• Markers, pencils, or crayons

• Colored chalk





• Copy, color, and cut out 1 set of 5 small

rockets.

• Prepare rockets and paper plate to attach to

chalkboard or flannel board.

• Read the directions for the activity and

be prepared to share information with

students.

• Copy, color, and cut out small rockets, 1 set of

5 rockets for every 2 students. Laminate for

future use.

• This activity may require two class periods.

!


First Class Period:

1. Show the set of five small rockets to the class.

Have the class count the number of rockets.

2. Attach the rockets to the chalkboard or the

flannel board so that students can see them.

3. Show students the paper plate. Cover all the

rockets with the plate. Attach the plate to the

chalkboard or flannel board.

4. Take 2 rockets out from under the plate.

Have the class count the rockets they can see.

	
	


(






 



!"#
!$%&'!&& 	



5. Ask the students to figure out the number of

rockets left under the plate. The answer is 3.

6. Remove the plate and confirm that the answer

is correct. Ask the students how they

determined the answer.

7. Tell students that they need to draw a picture

or representation of what they see.

Demonstrate how to draw the representation

on the chalkboard. Draw a big circle to

represent the plate. Use one chalk color to

draw 3 small rockets or dots inside the circle.

These represent the rockets hidden under the

plate. Label with the appropriate numeral.

Use another chalk color to draw two rockets

or dots outside of the circle. These represent

the rockets removed from under the plate.

Label with the appropriate numeral. Write the

numeral 5 to show the total number of

rockets.

8. Hand out a journal or a sheet of paper to each

student. Let them practice drawing the

representation.

9. Repeat the activity several times changing the

number of rockets removed from under the

plate. Each time, have students draw a

picture to represent what they see. To save

paper, suggest that they draw two lines to

divide the paper into four sections. See

Figure 15.

Second Class Period:

1. Divide the class into groups of two students.

Distribute one paper plate and five rockets to

each pair. Hand out journals or one sheet of

paper to each student.

2. Have students practice the activity

independently taking turns placing and

removing the rockets. Students take turns

telling how many rockets are under the plate.

Encourage them to tell how they figured out

how many rockets were left under the plate.

Repeat several times.

3. As the activity is repeated, have students draw

a picture in their journal or on the paper to

represent what they see. Remind them to

label the picture with the appropriate

numerals.

4. Have students share their pictures with the

class. Look at the many different

combinations of covered and uncovered

rockets they found.

5. As students become familiar with the game,

vary the total number of rockets used. Repeat

the activity.

6. Depending on the ability level of the students,

have them write simple addition and

subtraction sentences. For example, students

could write 1+4 = 5 or 5 – 1 = 4 to represent

their drawings.



• Observe students as they repeat this activity.

	

 Discuss and evaluate their drawings.
	 	

	
 	!	"#""


	




• Allow students to practice finding the missing

addend using a number line from 0 to 10.

Place a number line on the floor. Introduce or

review the concept of a number line. Color

and cut out the large rocket (Figure 6, page

78). Laminate for future use. Students place

the rocket at the start of the number line,

ready to launch. Roll a die. Move the rocket

the appropriate number of spaces on the

number line. Continue to roll the die and

move the rocket the appropriate number of

spaces. Continue to roll until the rocket

reaches 10. For example, the student rolls a 6

and moves the rocket to the 6. The student

rolls a 1 and moves the rocket to the 7.

Continue to roll the die until a 3 is rolled. If

the numeral is greater than the number needed

to reach 10, roll again. Move the rocket to the

10. When the rocket reaches 10, have

students reverse the direction of the rocket.

Roll the die until the rocket returns to 0. Help

students develop ways to record the data.

Encourage them to use the data in simple

addition and subtraction sentences. If more

appropriate, fold the number line in half, and

have students roll a die to reach 5.

• On the playground, draw a line of 11 squares

on the pavement with sidewalk chalk. Label

each square with a numeral from 0 to 10.

Demonstrate to students how to play a math

version of hopscotch. The hopscotch squares

become a number line. A student stands in

the 0 square. Roll a die. The number on the

die determines the number of squares that the

student jumps. Students roll the die and jump

the appropriate number of squares until they

reach 10. If the numeral is greater than the

number needed to reach 10, roll again. When

the student reaches 10, turn around and repeat

the activity to reach 0. Encourage students to

use the data in simple addition and subtraction

sentences.

• Have students practice counting using the

rhymes and chants in Activity 11, page 44.

Select appropriate books with rhymes and

chants to encourage additional practice.





 



!"#
!$%&'!&& 	







Students use paper rockets to practice recognizing,

creating, and extending patterns.



Mathematics, Language Arts

	

• Copies of the small rocket drawing page

(Figure 7, page 79), copied on different

colors of paper; each student will need

approximately 12 rockets

• Small closeable plastic bags, 1 per student

• Small plastic containers or bowls

• Pieces of paper

• Long strips of paper or sentence strips, at

least 1 per student

• Journal or piece of paper, 1 per student

• Pencils, markers, or crayons

• Glue or glue sticks

• Assorted math manipulatives such as

interlocking cubes, plastic links, or counters

• Variety of items from the classroom,

appropriate for making patterns





• This activity may need four class periods to

complete.

• Reviewing the concept of a pattern requires

several days.

• Copy the small rocket drawing page on

different colored paper. Be sure there are an

adequate number of rockets for students to

use in patterns. Each student will need

approximately 12 rockets. If colored paper is

not available, copy the page on white paper.

Have students or adults color the rockets,

using a single color, before the activity

begins. To make patterns, rockets must be in

assorted colors. The educator may have

adults or students cut out the rockets before

the activity begins.

• Sort the rockets by colors and place in plastic

bowls or plastic containers.

• Assemble math manipulatives and items from

the classroom appropriate for making

patterns.

• Be prepared to review or introduce the

concept of a pattern using math

manipulatives. Be prepared to discuss

sequencing from left to right.

	
	


(+
	 	

	
 	!	"#""




!


First Class Period:

1. Introduce or review the concept of a pattern.

Use math counters, plastic links, interlocking

cubes or other math manipulatives to

demonstrate patterns. Color patterns are often

easiest for young students to identify. Have

students orally identify the pattern. For

example, students say green, blue, yellow,

green, blue, yellow, green, blue, yellow.

2. Be sure that students understand that there

must be a least two repetitions before a

pattern can be determined. Create a pattern

using one of the suggested materials. Cover

everything except the first element in the

pattern. Ask students if they can guess what

the pattern is. Continue revealing elements

until students recognize repetition.

3. Discuss how students know what element

comes next in the pattern. Ask how many

times the pattern had to repeat. To help

students visualize repetitions, the educator

may wish to separate the elements in each

repetition. Practice using ordinal numbers,

first, second, and third, to describe the

position of the elements.

4. Have students practice making and predicting

patterns. Allow students to make a pattern out

of math manipulatives. To help pattern

recognition, have students orally repeat or

draw the pattern. Ask students if they can

predict what the next element of the pattern

will be. Continue until they have extended

the pattern several repetitions. Repeat the

activity several times.

5. Allow students to practice this activity in

groups of two. Students take turns being the

pattern maker or the person to predict and

extend the pattern. Have students draw or

repeat the pattern orally. Monitor the activity.

Second Class Period:

1. Review the concept of making a pattern using

math manipulatives. Allow students to

practice making patterns.

2. Discuss the concept of a pattern that does not

repeat or is “broken.” Make a pattern with

math manipulatives. Be sure that one of the

elements is incorrect. Let students look at the

pattern.

3. Have students apply what they have learned

about patterns. Have them identify the

element that is not in the right place. Have

students correct the pattern so that it repeats.

4. Depending on the ability of students, allow

practice making and correcting “broken

patterns” independently in groups of two.

Students may use math manipulatives to make

the patterns. Monitor the activity.

Third Class Period:

1. Demonstrate a simple pattern made out of

math manipulatives. Use three different

colors. Ask students to identify the pattern.

Ask them to say or draw the pattern. For

example, red, white, blue, red, white, blue,

red, white, blue.

2. Tell students that patterns are created from

items with many different attributes, not just

color. Create simple patterns out of math

manipulatives using different attributes such

as size. Ask students to identify the patterns.

Ask students to say or draw the patterns. For

example, big, little, big, little, big, little.

3. Make a pattern using different shapes such as

triangles, squares, and circles. To help

students recognize the patterns, let them

orally repeat or draw the pattern.

4. Show students patterns made with different

objects found in the classroom. Make a

simple pattern using crayons, chalk, and

pencils. Have students say or draw the

pattern.





 



!"#
!$%&'!&& 	



5. Ask students if they can find objects in the

room to use to make a pattern. Have them

create and share the pattern with the class.

Ask the class to say or draw the pattern.

6. Ask students if they can find patterns in the

classroom. For example, find a pattern on a

poster or on someone’s clothes. Ask students

to say or draw the pattern.

7. Encourage students to identify a pattern in the

classroom that is similar to one that they

created.

Fourth Class Period (or at any appropriate time

in the lesson cycle):

1. Review pattern concepts. Allow students to

practice making patterns.

2. Tell students that they will use paper rockets

to make a pattern. Demonstrate how to make

a simple pattern using different colored paper

rockets. For example, red rocket, blue rocket,

red rocket, blue rocket, red rocket, blue

rocket. Repeat using other colors of rockets.

Repeat using more than two elements.

3. Students sit at tables or desks. The educator

distributes the rockets, already sorted by

color. Students select 12 rockets, 6 of one

color, 6 of another color.

4. Request that students create a simple pattern

using the rockets. For example, yellow,

orange, yellow, orange, yellow, orange.

5. Ask students if they can change the pattern by

changing the repetition of the elements. For

example, yellow, yellow, orange, yellow,

yellow, orange, yellow, yellow, orange. The

complexity of the pattern will depend on the

ability of the student.

6. Students can also make their pattern more

complex by increasing the number of colors.

For example, green, red, white, green, red,

white, green, red, white. The complexity of

the pattern will depend on the ability of the

student.

7. When students are satisfied with their

patterns, distribute the strips of paper or

sentence strips.

8. Direct students to place the paper above or

below the rocket pattern they created.

9. Have students carefully glue their pattern on

the paper. Monitor sequencing from left to

right. Some students may want to use more

than one strip of paper.

10. Display the patterns in the classroom. These

strips make excellent borders for bulletin

boards.

"

1. Students continue to make and identify

patterns.

2. Incorporate the use and identification of

patterns into your daily classroom routine and

activities.



• Evaluate the patterns students create out of

paper rockets.




• Encourage students to make their patterns

more complex by increasing the number of

elements. For independent practice, provide a

student with cards numbered 2 to 5 and math

manipulatives. Turn the cards face down on

the table. Let the student select a card. The

numeral on the card will dictate the number of

the elements in the pattern. Direct the student

to make a pattern with that number of

elements out of the math manipulatives.

Repeat this activity using cards with number

words.
	 	

	
 	!	"#""




• Challenge students to make a pattern using

one color of rocket. Create the pattern by

turning the rocket in different directions. For

example, students could make a pattern by

having the rocket point up, point down, point

up, and point down.

• Have students look at a pattern created out of

colored rockets and count how many of each

rocket there is in the pattern. For example,

the pattern has 7 green rockets, 7 yellow

rockets, and 7 blue rockets. If the pattern

repeats one more time, ask students to figure

out the number of each colored rocket.

• Provide students with sidewalk chalk for the

playground. Ask them to draw patterns using

different colors and shapes on the pavement.

• Students can create different representations

of the same pattern. Have students create a

pattern out of math manipulatives. The

pattern could be red, blue, yellow, red, blue,

yellow, red, blue, and yellow. Instead of using

color words, have students use the letters A,

B, and C to represent the pattern. Numerals,

such as 1, 2, 3, may also be used. Use

movements to represent the pattern. For

example, clapping hands, snapping fingers,

and patting the head, could represent this

pattern. Compare and contrast each

representation with the others. Have students

apply this concept to patterns they create or

find in the classroom.

• Have students look carefully at a chart

showing numerals to 100. Ask students if

they can identify patterns created by the

numerals.

• Encourage students to draw a representation

of a pattern they create or find in a journal or

on a piece of paper. Label the pattern with

letters or numerals to create another

representation of the pattern.

• Share books with the class that have verbal

patterns in them. Help students identify the

word patterns that are found in the books.

Make a class book using a word pattern.

Read books such as Rockets by Betsy

Buttonwood that help students learn to

identify color words. Find additional books

that encourage color word recognition. Have

students practice identifying color words

when describing patterns.





 



!"#
!$%&'!&& 	






Students identify numerals and the number each

numeral represents.



Mathematics, Language Arts

	

• 11 large rockets (Figure 6, page 78), colored,

with the numerals 0 to 10

• 11 large rockets (figure 6, page 78), colored,

with dot stickers representing numbers, 0 to 10

• 55 colored dot stickers

• Paper

• Markers

• Pocket chart





• Copy large rockets on index-weight paper, if

it is available. Color the 11 large rockets.

Write one numeral, 0 to 10, on each rocket.

• Copy a second set of 11 rockets on indexweight paper, if it is available. On these 11

rockets, place dots to represent numbers 0 to

10. For example, on one rocket, place three

dots to represent the numeral 3. On one

rocket, place no dots to represent the number

0. If stickers are not available, draw dots to

represent the numerals 0 to 10.

• Laminate rockets for future use.

• Decide on the area in the classroom to place

the rockets in this activity.

• Read the activity and be prepared to share it

with students.

• This activity may take two class periods to

complete.

• Students may need to review this activity for

several days.

!


First Class Period:

1. Introduce the rockets with numerals to the

students. Place the rockets in a pocket chart,

the chalkboard tray, or on the floor. Model

sequencing in correct order from left to right.

2. Introduce the second set of rockets with dots.

Tell students that these dots represent a

number. Demonstrate to the class how to

match the rockets with numerals to the

rockets with the appropriate number of dots.

Display the matched rockets in a pocket chart,

the chalkboard tray, or on the floor.

	
	



#)(
	 	

	
 	!	"#""




3. As a class activity, ask students to correctly

match the rockets. Allow students the

opportunity for independent practice.

4. Encourage students to place the rockets in

numerical order.

Second Class Period:

1. Review the activity with students. Allow

them to practice matching rockets with dots

and rockets with numerals.

2. Have students generate other variations of this

game. For example, students play a memory

game. Place all the rockets face down on the

floor or table. Students try to match numerals

with the correct number of dots. Have

students select two rockets at a time. When

two rockets match, remove them from play.

Play continues until all rockets match.

3. Use tally marks to record the number of turns

needed to match all the rockets and remove

them from play. Count the tally marks by 5’s.

Play the game several times to see if the

number of turns changes. Use comparison

words, such as more than and less than, to

describe the different results.



• Observe students as they match the rockets

with numerals to the rockets with dots.




• For a more challenging activity, use numerals

0 to 20 on rockets. Make a second set of

20 rockets with the appropriate number of dots.

• To make the memory game more interesting,

before playing, suggest that students predict

the number of turns it will take to match all

the rockets. Write down the prediction.

Students can compare their prediction to the

actual number of turns.

• Use a third set of rockets. On this set, write

the number words from zero to ten. Students

use these rockets with words to match with

rockets with the correct numerals or with the

correct number of dots.

• Introduce or review the concept of and the

symbol (=) for equal. Explain to students that

matching the dots on the rockets with the

numerals on the rockets shows that they are

equal or the same. For example, the numeral

5 on a rocket matches or is equal to

• • • • •. Write the equal symbol on a card.

Place the stack of rockets with numerals face

down on the table. Place the stack of rockets

with dots face down on the other side. Place

the card with the equal symbol between the

two stacks. A student turns over the top

rocket from each stack. The student looks at

the two rockets and the equal symbol and

decides if the rockets are equal. Encourage

students to view the rockets and the cards as a

mathematical statement. For example, 6

equals • • • • • • . Introduce or

review the terms, true and false. Have

students read the statement and state whether

it is true or false. Remind them that some

statements will be true and others false. If it

is true, the student removes the cards from

play. If it is false, place rockets face down in

discard piles next to the original stacks. Play

continues reusing the rockets until all rockets

match. If appropriate, introduce the concept

of, and symbol for, not equal (≠). Students

can predict the number of turns needed to

complete the game. Students track the

number of turns by using tally marks. Play

the game several times and then compare the

number of turns. Vary this activity using

rockets with number words.

• Use the small rocket drawings (Figure 7,

page 79) to create similar activities for student

independent practice.

• Select a variety of books designed to help

students learn to count. Share the books with

the class. Have students practice counting

using the rockets in this lesson.





 



!"#
!$%&'!&& 	






Students sequence objects from shortest to tallest

and tallest to shortest.



Mathematics, Language Arts

	

• Rocket sequence sheet (Figure 16, page 85),

1 per student

• Crayons, markers, or pencils

• Scissors

• Paper, 1 sheet per student

• Glue or glue sticks

• 1 rocket sequence sheet (Figure 16, page 85),

colored and cut out

• Journal or sheet of paper, 1 per student

• Drawings of Proton (Figure 4, page 76) and

Soyuz (Figure 5, page 77), colored

• Drawing of space shuttle (Figure 3, page 75),

colored

• Pictures of different types of rockets

• Objects in the classroom to put in order by

height





• Read the information on the International

Space Station and rockets. Be prepared to

share the information on different types of

rockets with students.

• Gather pictures of different types of rockets.

Laminate for future use.

• Copy and color drawings of rockets and the

space shuttle. Laminate for future use.

• Color and cut out one rocket sequence sheet.

Be prepared to demonstrate the lesson to

students. Laminate for future use.

• Find objects in the room to put in order by

height.

!


1. Show students the pictures and drawings of

rockets. Ask students to compare and contrast

the rockets. Remind students that rockets

come in different sizes.

2. People also come in different sizes. Have five

students in the room stand up and come

forward. Tell the class that the selected

students should line up in order from shortest

to tallest. Let the class choose how to place

the students in the correct order. Remember

	
	


()*,
	 	

	
 	!	"#""




to model sequencing from left to right. Have

the class check the order to see if it is correct.

Remind them to use comparison words, such

as shorter, shortest, taller, and tallest.

3. Tell the class that the students now must line

up from tallest to shortest. Repeat the

procedure.

4. Choose objects in the room and put them in

order by height.

5. Show students the rocket sequence sheet.

Explain that these rockets must be placed in

the correct order. Demonstrate how to

sequence the rockets from shortest to tallest

then tallest to shortest.

6. Remind students that it is important that the

rockets share a common base to ensure they

are in the right order. Do a demonstration to

show that placement of rockets on the same

line or base is important. A line on the

chalkboard or the edge of a piece of paper

will help students see the importance of a

common base.

7. Distribute the rocket sequence sheet and a

sheet of paper to students. Have them color

and cut out the individual rockets.

8. Let students practice sequencing the rockets

from shortest to tallest and tallest to shortest.

Suggest that they use the edge of the paper as

a baseline for the rockets. Monitor their

work. Check that they sequence from left to

right and that they use a common base for

their rockets. If students have difficulty

sequencing from left to right, place a mark on

the left side of the paper to remind them

where to start.

9. After students have practiced correctly

sequencing the rockets, let them glue the

rockets to the paper in order from shortest to

tallest.



• Observe students as they sequence the

rockets.

• Have students draw the rockets in order in a

journal or on a sheet of paper. Remind them

to use a baseline and to sequence from left to

right. Have students or the educator write a

student-generated sentence about the drawing

or orally describe the drawing using

comparison words. For example, the green

rocket is the shortest.




• Sequence objects in the room from shortest to

tallest and tallest to shortest. For example,

students put counting rods, rows of

interlocking cubes, plastic links, toys, and

pencils in the correct order. Remind them to

use a baseline and to sequence from left to

right. A piece of paper tape on the floor or the

edge of a table can serve as a common base.

• Use the rockets on the sequence sheet to play

a game using position and comparison words.

The educator directs students to place a

selected rocket in a certain position on the

table or on their body. For example: Put the

tallest rocket under your chin. Put the

shortest rocket over your head. Put the tallest

rocket behind your back.

• Ask students to take one rocket from the

sequence sheet at a time and find an object in

the room the same height as the rocket. Begin

with the shortest rocket. Develop a graph to

record the objects they find. Use a long piece

of paper and draw lines, dividing it into five

sections. Glue a rocket pattern in each

section. Make sure the patterns are in order,

shortest to tallest. Have students tell what

objects they found that were the same height

as their rocket. Write the names of objects in





 



!"#
!$%&'!&& 	



the correct column. Compare and contrast the

objects they found. Repeat the procedure

until students have found objects the same

height as each rocket.

• Use a rocket from the sequence sheet for

students to practice using the words, taller

and shorter. Have students select a rocket

and find an object in the room that is taller

than the rocket. Repeat and find an object

shorter than the same rocket. Repeat the

procedure using different-sized rockets.

• Use a rocket from the sequence sheet as a

nonstandard measurement tool. Select a

rocket to measure objects or people in the

room. For example: The table is 7 rockets

long. The cabinet is 5 rockets high. Remind

students to practice saying the unit of

measurement. Encourage students to develop

a method to collect this data. In a journal or

on a sheet of paper, students write the word or

draw a picture of the object and record the

measurement. Repeat the procedure using

different-sized rockets.

• Challenge two students to measure the same

object with two different-sized rockets. Have

them share their measurements with the class.

For example: Jill measured the table, and it

was 6 rockets long. Sam measured the table,

and it was 10 rockets long. Ask the class if

one of the students measured incorrectly. Ask

the students to measure again using the same

rocket patterns. The answers will be the

same. Ask the class to figure out why there

are different answers. The measuring tools

were different lengths. One was shorter than

the other. Explain that it is always important

to use a consistent unit of measurement.

• From the Suggested Reading list or other

sources, select books that show rockets that

are different sizes. Selections could include

Space Vehicles by Jon Richards or Rockets

and Spaceships by Karen Wallace. Share the

books and pictures with the students.

Encourage students to use comparison words

to describe the rockets in the books.
	 	

	
 	!	"#""


	




Students create rockets out of shapes and practice

shape recognition.



Mathematics

	

• Tangram rocket (Figure 17, page 86), 1 per

student

• Tangram pieces (Figure 18, page 86), 1 set

per student

• Markers or crayons

• Scissors

• Glue or glue sticks

• Pictures of rockets





• Make copies for each student of the Tangram

rocket and the Tangram shapes.

• Be prepared to demonstrate to students how to

build a rocket out of Tangram shapes. Have

an example ready to share with students.

!


1. Show students rocket pictures. Look at the

different shapes that comprise the rockets.

2. Show students the Tangram rocket.

Demonstrate how to build a rocket out of the

Tangram pieces.

3. Distribute the rocket and shapes to students.

4. As a class, count the number of squares, the

number of triangles, and the number of

rectangles.

5. Ask students what shapes are not included.

There are no circles, diamonds, trapezoids,

hexagons or ellipses.

6. Direct students to color each shape a different

color. For example, all squares are red; all

rectangles are blue; all triangles are green.

Directions could be oral or written on a

chalkboard. Use pictures rather than words

for non-readers.

7. Students cut out the shapes.

8. Using ordinal numbers, have students glue the

Tangram pieces on in a certain order. For

example: Glue triangles first; second glue

rectangles, and third glue squares. Have

students glue the shapes in the correct

position on the pattern.

	
	


&
'





 



!"#
!$%&'!&& 	






• Observe students as they color shapes and

glue them on the paper.

• Ask students to point to specified shapes on

the rocket. Evaluate.




• Introduce or review the concept of symmetry.

Ask students to determine if the Tangram

rockets have symmetry. Look at individual

shapes on the rocket. Decide if they are

symmetrical. Look closely at the triangles.

Only one is symmetrical. In looking for

symmetry in squares and rectangles,

encourage students to think of different ways

to divide these shapes in half. Find objects in

the room that are symmetrical.

• Use the Tangram pieces as a template. Cut

the shapes out of cardboard or imitation

leather material found at fabric stores. Have

students use the shapes to build a rocket on a

table. Carefully place a piece of paper over

the shapes. Students make a rubbing. Use the

long side of an unwrapped crayon to gently

rub across the paper. Be careful not to disturb

the placement of the shapes. Pick up the

paper to view the rubbing.

• Cut large Tangram shapes out of construction

paper. Cut the same number and type of

shapes as found on the Tangram rocket.

Laminate for future use. Make a die with the

Tangram shapes on it. Provide students with

a copy of the Tangram rocket to use as a

guide. Students roll the die and choose a

shape. Using the die to direct construction,

they build a large Tangram rocket on the floor.

If students roll a shape that is not available,

simply roll again. Keep rolling the die until

all shapes are used and the rocket is complete.

Compare the rocket on the floor to the rocket

on the page. Ask students if the rockets look

the same. Students may use tally marks to

track the number of rolls it takes to complete

the rocket. Count tally marks by 5’s or 10’s.

Build the rocket several times and compare

the number of rolls. Students can also track

the number of times they rolled triangles,

squares, or rectangles.

• From the Suggested Reading list or other

sources, select books that depict the building

of rockets. Examples include Rocket by Mike

Inkpen, Ritchie’s Rocket by Joan Anderson,

and Mooncake by Frank Asch. Ask students

to identify the shapes used to build the rockets

in the books. Compare these shapes to

Tangram shapes.
	 	

	
 	!	"#""







Students improve shape recognition by using

simple directions to build pattern block rockets.



Mathematics, Language Arts

	

• Tubs of pattern blocks

• Assorted math manipulatives

• Chart paper

• Markers

• Journals or a piece of paper, 1 per student

• Pictures of rockets

• Drawing of Proton (Figure 4, page 76) and

Soyuz (Figure 5, page 77), colored

• Drawing of space shuttle (Figure 3, page 75),

colored





• Assemble a variety of math manipulatives,

including pattern blocks, for students to use to

create rockets.

• Use chart paper and markers to create a list of

directions to build a rocket out of pattern

blocks. For example: Use four green

triangles; use one red trapezoid. Depending

on the ability level of students, directions

could use pictures and numerals such as 4 ∆

or 2  instead of words.

• Develop a list of oral directions for the

students.

• Copy and color drawings of rockets. Laminate

for future use.

• This activity may work better in a small group

environment.

!


1. Show students the drawings and pictures of

rockets. Have them compare and contrast the

way the rockets look.

2. Ask students to practice building rockets with

pattern blocks. Allow students to have free

exploration time with pattern blocks.

3. Explain to students that they will build a

pattern block rocket using simple directions.

4. Show students the chart with the directions.

Read the directions together.

	
	


&
'&





 



!"#
!$%&'!&& 	



5. Let students independently build rockets

using the directions. Their rockets, like real

rockets, look different.

6. When their rocket is complete, make sure

students review the directions to check their

work.

7. Ask students if all the rockets look alike.

Discuss similarities and differences in the

rockets. The rockets may look different, but

all should have the same shapes and the same

number of each shape. Have students count

the number of each shape.

8. Have students draw a picture of their rocket

in a journal or on a sheet of paper. If

appropriate, have students list the directions.

9. Have the students repeat the activity

following oral rather than written

directions.

10. Students can use a variety of math

manipulatives to build rockets and practice

shape recognition. Have students develop

new directions to build the rockets.



• Observe students as they follow both oral and

written directions to build rockets.

• Ask individual students to describe the rocket

they built. Evaluate identification of pattern

block shapes.




• Encourage students to build a rocket using a

specified number of pattern blocks. For

example, use 20 pattern blocks to build a

rocket. After the rocket is complete, have

students count the pattern blocks used in the

rocket. Ask students if they used the correct

number of pattern blocks. Count the number

of each shape. Draw the rocket.

• Using pattern blocks, let students build a

rocket independently without specific

directions. When the rocket is complete, tell

students to sort the shapes to determine how

many of each shape was used. Have students

count the number of each shape utilized. Use

simple graphs to count and compare the

number of each shape. Have students develop

their own graphs. For example, students

make a bar or horizontal graph using ice cube

trays. Place shapes in ice cube trays and

count the number of shapes used.

• Review opposite words, short and tall, and

big and little. The students build two rockets

that fit those criteria.

• Let students explore trading shapes in their

pattern block rocket. For example, have

students consider how many green triangles

would replace one red trapezoid.

• Encourage students to create 3-D rockets

using pattern blocks.

• Compare pattern block shapes to Tangram

shapes. Find similarities and differences.

• Have students use position words, such as

over, under, or between to describe the

position of shapes in their rockets.

• Select books from the Suggested Reading list

or other sources that depict the building of

rockets. Examples include Rocket by Mike

Inkpen, Ritchie’s Rocket by Joan Anderson,

and Mooncake by Frank Asch. Ask students

to identify the shapes used to build the rockets

in the books. Compare these shapes to pattern

block shapes.
	 	

	
 	!	"#""







Students use numeral recognition and position

words to locate a hidden rocket.



Mathematics, Language Arts

	

• 10 to 20 small lined envelopes

• Marker

• 1 small rocket drawing (Figure 7, page 79),

colored and cut out





• The educator labels each envelope with a

numeral from 1 to 10. Depending on the

ability level of students, label the envelopes

from 1 to 20.

• Color and cut out the rocket drawing.

• Laminate the envelopes and rocket for future

use.

• Be prepared to demonstrate the activity to

students.

!


1. Place the envelopes in a line, in numerical

order, flap end down, on a table or the floor.

2. Place the rocket in one of the envelopes.

3. Model for students how to ask questions to

determine where the rocket is located. Use

position words and the numeral on the

envelope in the questions. For example: Is

the rocket in envelope 9? Is the rocket in the

envelope before envelope 8? Is the rocket in

the envelope after envelope 3? Continue to

ask questions until the rocket is found.

4. Tell students to close their eyes while the

educator hides the paper rocket in one of the

envelopes.

5. Students take turns asking questions to

determine where the rocket is located. Have

students use position words, such as before

and after to help find the rocket. When

asking questions to find the rocket, have

students refer to the numeral on the

envelopes. If appropriate, give clues to help

students locate the rocket.

6. Repeat the game several times. Help students

develop their guessing skills and improve

their use of position words.

	
	


((





 



!"#
!$%&'!&& 	



7. Let students play the game independently.

Allow them to hide the rocket in an envelope

and give clues to their classmates. Encourage

students to provide good clues using position

words.

8. Vary the game by putting the envelopes in

non-numerical order. Vary the game by

placing the envelopes in several rows.

Encourage students to use new position

words.



• Observe students during independent practice

of this activity. Monitor their use of position

words and numeral recognition when they ask

questions or give clues.




• Students predict the number of questions

needed to find the rocket. Use tally marks to

record the number of questions. Have

students decide whether their prediction is

more than or less than the actual number of

questions.

• Have students generate different variations of

the game. Label envelopes with letters of the

alphabet, color words, number words, dots to

represent numbers, or sight words. Play the

game with the same rules.

• Select books that use position words or

numerals as part of a story. Share with the

class. Ask students to identify the position

words or numerals in the books. Use these

books to reinforce the objectives in this

lesson.
	 	

	
 	!	"#""







Students use prior knowledge and creative thinking

to solve problems.



Science, Technology, Language Arts

	

• Paper, 1 piece per student

• Markers and crayons

• Wooden blocks

• Items for nonstandard measurement





• Read the following information and be

prepared to share it with students.

NASA scientists, engineers, and astronauts

work daily to solve problems associated with

International Space Station (ISS) and its

construction. They find solutions when

equipment does not work and develop designs

to handle new challenges. These NASA

workers use creative thinking to find

solutions. Sometimes the task of finding a

solution to a problem is difficult. Often,

NASA workers have to try many ideas to find

one that solves the problem.

• In this activity, give students an imaginary

problem relating to the ISS and its

construction. First, they have to identify the

problem, and then develop a way to solve the

problem. Solutions do not have to be

realistic. Encourage students to be creative.

• Based on the ability level of the students,

educators develop problems for the students

to solve. For younger students, simple

problems could include the following:

1. Students build a space station out of

wooden blocks. Educators may need to

limit the number of blocks that are used.

Tell students that the space station has to

have a laboratory and a living area.

When the design is complete, have

students describe their creation to the

class. Encourage discussion. Use other

items in the room to build a space station.

Draw a picture of the space station.

2. Ask students to find a way to measure the

size of the space station they built. Tell

students to find items in the classroom

that can be used for nonstandard

	
	


(+)#





 



!"#
!$%&'!&& 	



measurement. Encourage students to be

creative. Have students measure the

space station. Students share and explain

measurements.

3. Tell students they are going to live on the

space station. Have them design and

draw a picture of their living area on the

station. Encourage them to include the

items necessary to live on the station and

the special items, such as pictures or toys,

that they would want to have with them.

Have students share design with the class.

• For older or more advanced students,

develop problems that are more challenging.

Encourage students to be creative as they

think of ways to solve the problems. Students

do not have to be realistic. For more

advanced students, problems could include

the following:

1. A new piece of the space station is very

large and heavy. Design a new rocket

that can carry it into space. Draw the

rocket and share it with the class.

2. The robotic arm on the space shuttle does

not work. Astronauts have to attach a

new component to the space station. A

new device to get the piece out of the

orbiter payload bay and attach it to the

station is needed. Draw a picture of the

design and share it with the class.

3. The space shuttle cannot dock, or

connect, with the space station. The crew

of the space station needs to be replaced

with a new crew. Design a new device to

get people from the station to the shuttle.

Draw a picture of the design and describe

it to the class.

4. People from many countries build the ISS.

Often these people do not speak the same

language. A machine is required that will

help people understand another

language. Design and draw this machine.

Share your ideas with the class.

• Ask students to tell their classmates about

their designs and ideas. Suggest that students

compare and contrast their designs.

• Develop additional problems that are

appropriate for your students. Encourage

students to be creative.

• To learn more about the people who work

at NASA, visit the Quest web site,

http://quest.nasa.gov.

!


1. Share information about people who work at

NASA. Explain how they solve problems in

space and on Earth.

2. Give students an imaginary problem relating

to the ISS and its construction. Use one of the

problems listed above or one that the educator

develops.

3. Ask students to identify the problem and

generate a solution. Encourage students to be

creative.

4. Ask students to draw a picture of their

solution to the problem. Depending upon

their ability level, ask student to describe the

solution orally or in writing.

5. Students show the picture to the class and tell

or read how they would solve the problem.

Encourage students to ask questions as their

classmates share their solutions.

6. Have students generate other problems

relating to space station construction.

Encourage them to offer solutions to the

problems.



• Observe students as they draw their pictures.

Listen as they describe or read their solutions.

Ask questions about how they solved the

problem.
	 	

	
 	!	"#""







• NASA scientists, engineers, and astronauts

work together to solve problems. This is an

example of cooperation. Give students

another problem to solve. This time, let

them work together in teams. Discuss the

advantages of working together or

cooperating. Discuss what happens when

people do not cooperate well. Think of

examples of people cooperating in the

classroom.

• Define the word, international. Share with

the class that the word international means

many countries around the world. Many

countries are cooperating to build the space

station. The name of the space station reflects

international cooperation. Share information

on the ISS, and tell students the names of the

sixteen partner nations (Belgium, Brazil,

Canada, Denmark, France, Germany, Italy,

Japan, Netherlands, Norway, Russia, Spain,

Sweden, Switzerland, United Kingdom,

United States). Use a map or a globe to point

out the countries that are working together or

cooperating to build the station. Use stickers

or labels to mark the countries.

• Discuss that building the ISS requires

cooperation or working together. Many

people and nations have to work together to

build the station and solve problems. Crews

on the station have to cooperate to work and

live together and find solutions to problems.

Explain that cooperation is often necessary to

accomplish a task or to get a job done. Ask

students if they can think of other examples of

people who cooperate. Examples may

include sports teams or classroom, family, and

community situations. Have students discuss

what happens when people do not cooperate.

• Apply problem-solving skills to a real or

imaginary classroom or home situation.

Encourage students to be creative. For

example: There is a lion in the classroom.

You have to devise a way to get him back to

the zoo. Another example: The stapler does

not work. You have to figure out a new way to

hold papers together.

• Many people work at NASA centers. They

have to work together and cooperate to build

the ISS and launch the space shuttle. Talk

with students about the many jobs or careers

that are available in the space program. Look

at the background and qualifications of some

people who work at NASA. Talk with

students about what NASA workers studied in

school. Ask students what job they might

want to have at NASA. Have them draw a

picture in a journal or on a sheet of paper to

depict their future job. Using the sentence

prompt, “I want to be...” have students or the

educator write a student-generated sentence

about a NASA job.

• Sometimes people describe creative solutions

to problems as “thinking outside the box.”

Ask students to generate ideas about what that

expression means. Tell them it describes

people who think of new ideas and creative

ways to solve problems. Use the expression

to describe students when they think of

creative solutions or unique ideas in the

classroom.

• Read books that include descriptions of

people who work in the space program or at

NASA. Selections could include Astronaut:

Living in Space by Kate Hayden, I Want to Be

an Astronaut by Byron Barton, or Curious

George Gets a Medal by H. A. Rey.

Encourage students to discuss different jobs

in the space program.





 



!"#
!$%&'!&& 	






Using the concepts of fact and fiction, students

review what they learned about the International

Space Station (ISS), the space shuttle, and rockets.

	

• Educator-generated statements

• 2 pieces of paper, with the word fiction on

one and fact on the other





• Write the word fact on one sheet of paper and

the word fiction on the other sheet of paper.

This activity using the terms fact and fiction is

a review for the lessons on the ISS and

rockets.

• Generate approximately 20 statements about

the ISS, the space shuttle, and rockets. Make

some of the statements facts, and some of the

statements fiction. Choose statements that

reflect important concepts that students

should have learned. For example:

The only country building the ISS is the

United States. (Fiction)

The space shuttle has three solid rocket

boosters. (Fiction)

People live and work on the space station.

(Fact)

Rockets take pieces of the space station to

space. (Fact)

There is only one kind of rocket. (Fiction)

The International Space Station is going to

the moon. (Fiction)

The external tank on the space shuttle is

green. (Fiction)

!


1. Introduce or review the words, fact and

fiction. Explain that a fact is something that is

true, and fiction is something that is not true.

Give students examples of statements that are

fact and others that are fiction. If appropriate,

instead introduce the words, true and false.

2. Read the educator-generated statements about

the ISS and rockets. Some of the statements

will be fact and some will be fiction.

	
	

--
	 	

	
 	!	"#""


	

3. As a statement is read to the class, have

students decide whether the statement is fact

or fiction. If it is fiction, have them reword

the statement to make it a fact.

4. Repeat activity with additional statements.

5. Request that students generate their own

statements about the ISS, the space shuttle,

and rockets. They should make some

statements fact and some fiction.

6. Students stand up and tell or read the

statements to the class. Let the class decide

whether the statement is fact or fiction.

Reword the statement if it is fiction.

7. As a closing activity and review, have

students complete the chart they began in

Activity 1. Encourage students to discuss and

evaluate what they learned about the ISS. If

students have misconceptions about the ISS,

this is an opportunity to correct these ideas.



• Listen to students as the class decides if

statements about the ISS, rockets, and the

space shuttle are fact or fiction. Evaluate their

knowledge of these topics.

• Listen as students share their statements about

the ISS, rockets, and the space shuttle with the

class. Evaluate their knowledge of these topics

and their use of the words, fact and fiction.




• Draw two columns on a piece of chart paper.

Label one column, Fact, and one column,

Fiction. When students decide whether the

statements are fact or fiction, have them place

a tally mark in the appropriate column. Count

the tally marks by 5’s at the end of the

activity. Decide whether there were more fact

or fiction statements.

• In a journal or on a piece of paper, have

students write statements about the ISS or

rockets, one that is fact and one that is fiction.

Draw pictures to accompany their statements.

• Ask students to apply the terms fact and

fiction to books used during these lessons.

Explain to students that some books are fact

and some are fiction. Help students decide in

which category a book belongs. Discuss

ways to discern if the book is fiction. For

	





 



!"#
!$%&'!&& 	




example, a book that is fiction may include

animals talking or wearing clothes, people

living on Mars, or cows going to the moon.

Make students aware that some books may be

part fact and part fiction. For example, a book

has excellent facts about the ISS and the

space shuttle. A cow is an astronaut in the

book. This book is part fact and part fiction.

Introduce or review the concept of a Venn

diagram. A Venn diagram is made of two

overlapping circles. It allows students to sort

items. Make a large Venn diagram on the

floor using two pieces of clothesline. Label

one circle, Fact, and one circle, Fiction.

Label the area where the two circles overlap,

Fact and Fiction. See Figure 19. Gather the

books used during the lessons on rockets and

the ISS. Talk about each book. Ask students

to decide in which category each belongs.

Place the book in the appropriate area in the

Venn diagram.

• From the Suggested Reading list or other

sources, select books that provide information

on the ISS. Use these books to evaluate and

review what students learned about the space

station. Selections could include The

International Space Station by Franklyn

Branley and Space Stations by Diane M. and

Paul Sipiera.
	 	

	
 	!	"#""




The graphics on the following pages are

intended for use with the lessons contained

in this guide. A graphic may be used with

more than one activity. In the lessons,

graphics are referenced by title, figure

number, and page number.

The graphics are used for informational

purposes, for whole group activities, and for

individual student activities. To conserve

paper, some graphics need to be cut and

pasted to create masters for copying.

Graphics may be enlarged or copied on

transparencies to create more effective

visual aids.





 



!"#
!$%&'!&& 	

	 	

	
 	!	"#""




	)

*)+





 



!"#
!$%&'!&& 	



,	-
.
	 	

	
 	!	"#""




	&
.





 



!"#
!$%&'!&& 	



 	

$
%
	 	

	
 	!	"#""




	
/0$
%





 



!"#
!$%&'!&& 	



#	1$
%-
	 	

	
 	!	"#""


	

2	$
%-&





 



!"#
!$%&'!&& 	




(	-$
%
	 	

	
 	!	"#""




3	'4&





 



!"#
!$%&'!&& 	



	&
	 	

	
 	!	"#""




,	1
!'





 



!"#
!$%&'!&& 	



 	!"
	 	

	
 	!	"#""




#	$
%&'





 



!"#
!$%&'!&& 	



2	"$
%

(	"&
	 	

	
 	!	"#""




*

Aft – close to the rear of a vehicle such as the

space shuttle orbiter

Astronaut – a person trained to travel and work in

space

Countdown – the process of counting backward

before a rocket launch

Crew – a team of people trained to live and work

together in space

Docking – two spacecraft joining or attaching in

space

Docking port – the part of a spacecraft where

another spacecraft attaches

External Tank - large orange tank filled with

liquid hydrogen and oxygen used to power the

space shuttle main engines

European Space Agency (ESA) – eleven

European countries cooperating to build the

International Space Station

Extravehicular Activity (EVA) – a spacewalk

performed by an astronaut

Goddard, Robert – American rocket scientist and

researcher known as “the father of modern

rocketry”

International Space Station (ISS) – orbiting

science laboratory built by sixteen nations

Kennedy Space Center (KSC) – NASA center in

Florida where the space shuttle is processed and

launched

Launch pad - the place from which a rocket

launches

Liftoff – the moment a rocket begins to rise above

the launch pad

Main engines – three rocket engines on the space

shuttle orbiter that are powered by the propellant in

the external tank

Microgravity – the presence in space of very little

gravity

Mission – the assigned task or goal of a spacecraft

or a crew

National Aeronautics and Space Administration

(NASA) – the United States government agency

that oversees space exploration

Newton, Isaac – scientist that developed three

laws to describe and explain motion

Newton’s Third Law of Motion – the law that

states that for every action, there is an equal and

opposite reaction

Orbit – the path an object follows around another

object, such as the ISS circling around the Earth

Orbital Maneuvering System – engines used by

space shuttle orbiter to adjust orbit

Orbiter – reusable part of the space shuttle that

carries people and cargo to and from space

Partner Nations – sixteen nations that work

together to build the ISS

Payload Bay – the area in the orbiter that holds

cargo, labs, or ISS components

Progress - the Russian built spacecraft that

delivers supplies to the ISS

Proton – the Russian built rocket that carries

modules or components to the ISS

Robotic Arm – mechanical arm-like device in the

payload bay of orbiter; operated by astronauts to

lift and maneuver spacewalkers, cargo, or ISS

components





 



!"#
!$%&'!&& 	



Rocket – vehicle that carries people and cargo to

space

Solid Rocket Boosters (SRB) – two reusable

white rockets on the space shuttle that burn solid

propellants

Soyuz – Russian built rocket that takes the

Progress spacecraft and Soyuz capsule to space

Soyuz Spacecraft – Russian built spacecraft that

carries crews to and from space

Space Shuttle – the reusable United States

spacecraft used to transport people and cargo to

space; also known as the Space Transportation

System (STS)

Space Transportation System (STS) – the

reusable United States spacecraft that consists of

the orbiter, the solid rocket boosters, and the

external tank; the space shuttle
	 	

	
 	!	"#""


	


&&&

A list of book titles appropriate for the Early

Childhood classroom follows. Children and adults

can use these books to learn more about space

travel, rockets, and the International Space Station.

Many additional books on these topics are also

available.

Anderson, Joan. (1993), Ritchie’s Rocket.

Morrow Junior Books, New York. ISBN: 0-688-

11305-2. A young boy builds a rocket and travels

to space.

Asch, Frank. (1983), Mooncake. Prentice-Hall,

Englewood Cliffs, NJ. ISBN: 0-13-601013-X.

Bear builds a rocket to go to the Moon.

Barton, Byron. (1988), I Want to Be An

Astronaut. Harper Collins, New York. ISBN:

 0-06-443280-7. A young child becomes an

astronaut and travels on the space shuttle.

Bergin, Mark. (1997), Space Shuttle. Franklin

Watts, Danbury, CT. ISBN: 0-531-14573-5.

Pictures and information on the space shuttle.

Branley, Franklyn M. (2000), The International

Space Station. Harper Collins, New York. ISBN:

0-06-445209-3. Information on the ISS for

younger students.

Branley, Franklyn M. (1998), Floating in Space.

Thomas Y. Crowell, New York. ISBN: 0-06-

025432-7. Information on living in space for the

early learner.

Branley, Franklyn M. (1987), Rockets and

Satellites. Thomas Y. Crowell, New York. ISBN:

0-06-445061-9. Information on and pictures of

rockets and the shuttle launch sequence.

Buttonwood, Betsy. (1996), Rockets. Goodyear

Books, Glenview, IL. ISBN: 0-673-36333-3.

Easy reader using rockets to teach color words.

Campbell, Peter A. (1995), Launch Day. The

Millbrook Press, Brookfield, CT. ISBN: 1-56294-

611-0. A description of the preparation, launch,

and landing of a space shuttle.

Cole, Norma. (1994), Blast Off! A Space

Counting Book. Charlesbridge Publishing,

Watertown, MA. ISBN: 0-606-06237-8. A

counting book with a space theme.

Dyson, Marianne J. (1999), Space Station

Science: Life in Free Fall. Scholastic, New York.

ISBN: 0-590-05889-4. Higher-level book with

information, pictures, and experiments relating to

the ISS.

Eugene, Toni. (1999), Exploring Space. National

Geographic Society, Washington, DC. ISBN: 0-

7922-6671-4. Photographs and information about

shuttle launches.

Graham, Jan. (1998), The Best Book of

Spaceships. Kingfisher, New York. ISBN:

07534-5133-6. Descriptions and pictures of

rockets and the shuttle launch sequence.

Hancock, David. (1998), The Amazing Pop-Up

Pull-Out Space Shuttle. DK Publishing, New

York. ISBN: 0-7894-3457-1. Four-foot 3-D

foldout model of the space shuttle.

Hayden, Kate. (2000), Astronaut: Living in

Space. Dorling Kindersley, New York. ISBN: 0-

7894-5421-1. An easy reader on the life of an

astronaut.

Hopkins, Lee Bennett. (1995), Blast Off! Poems

About Space. Harper Collins, New York. ISBN:

0-06-024261-2. Poems about space and space

travel.

Inkpen, Mike. (2001), Rocket. Harcourt, Inc.,

New York. ISBN: 0-15-216254-2. Animals build

and launch a rocket.





 



!"#
!$%&'!&& 	

	


Kirk, Daniel. (1999), Hush Little Alien. Hyperion

Books, New York. ISBN: 0-7868-0538-2. A

cosmic lullaby with rockets.

Langille, Jacqueline and Bobbie Kalman. (1998),

The Space Shuttle. Crabtree Publishing, New

York. ISBN: 0-86505-678-1. Pictures of the

shuttle and shuttle launch sequence.

Loomis, Christine. (2001), Astro Bunnies. G.P.

Putnam, New York. ISBN: 0-399-23175-7.

Bunnies travel on a rocket to space.

Miller, Edward. (2001), Rockets. Grosset and

Dunlap, New York. ISBN: 0-448-42461-4. Book

featuring a variety of rocket stickers.

Mitton, Tony and Ant Parker. (1997), Roaring

Rockets. Kingfisher, New York. ISBN: 0-7534-

5106-9. Rhyming book about animals traveling on

a rocket.

Rey, H. A. (1957), Curious George Gets a Medal.

Houghton Mifflin, Boston. ISBN: 0-395-16973-9.

George’s adventures include a ride on a rocket.

Richards, Jon. (1998), Space Vehicles. Copper

Beech Books, Brookfield, CN. ISBN: 0-7613-

0721-4. Cut-away views of space vehicles.

Ride, Sally with Susan Okie. (1986), To Space

and Back. Lothrop, Lee and Shepard Books, New

York. ISBN: 0-688-06159-1. Higher-level book

with information and pictures about a trip into

space.

Scieszka, Jon. (2001), Baloney (Henry P).

Viking, New York. ISBN: 0-0-670-89248-3. A

young alien uses his imagination to tell a story of a

rocket ride.

Sipiera, Diane M. and Paul. (1997), Space

Stations. Children’s Press, New York. ISBN: 0-

516-20450-5. Book for younger students that

examines living and working on space stations.

Wallace, Karen. (2001), Rockets and Spaceships.

Dorling Kindersley Publishing, New York. ISBN:

0-7894-7359-7. Beginning reader with rocket

pictures and information.

Weimer, Tonja E. (1993), Space Songs for

Children: Fun Songs and Activities about Outer

Space. Pearce-Evetts Publishing, Greenville, SC.

ISBN: 0936-823-119. Book and cassette with

space songs and activities.

Wilson-Max, Ken. (2000), Big Silver Space

Shuttle. Scholastic, New York. ISBN: 0-439-

13656-3. A pop-up book on the space shuttle.
	 	

	
 	!	"#""


	


"




	


	



	
	


		
			 !



		
	


	 "			#



$
	
#
	%

 &'("

&	$)	*	 

+,+-+(	
,- 	

'
'.//01/!2122

34

'
#
%+!-55!115!&'("

34

46
%+!-55!11,!+/50

"!	



.
#
%		%77
#



	



38
		

		



		$ 
	
	


 "	(

&
	
"(&
	8

"	$


$



 

	
		

	






$

	
		
"(&		


$

#
#
		

	
	



#	
$



%

	





 "	(

&
	


	


9 	:,;!:

9		4
&2/0;,!+000


%5,050/!;,1/




 "	(

&
	



			


9 	-!+

:+000<88(

&


'.//+;,


%:+5/;;!:0+1






 "	(

	$


 
	


9&
+;0;

=


	9>:011+!000+


%;0+:-5!-,10



 
&
	
.	

 "	(

&
	


!			


+50+ ('


.	36110,-


%:-+://!:+:2



 "	(

&
	


"		#	


9&
"(&



$ 
&
	
4;:-22


%;:+-51!/020



*#? 
&
	


"	(

&
	


$	 
#	


500 
		
#(

.	*:;552!/0;;


%1,11:1!0200@1,1



A  
(8
	&
	


 "	(

&
	


%


 
	


'
3B	$<


.	

;,-01


%:,5,//!,-+:



 "	(

&
	



			


<#+:00

 	
 
&
	
9 ;2,:2!5000


%::-5--!;;;-


 "	(

&
	


!
&
	$'
#

*#
	.

+/50"	.	


 	
:0

&2+151


%202;21!//:0

 !"#	


 "	(

&
	


(#	
 
	


/,+0-; 	

	"	

	
&2;,;,


%55+2/-!1;/1

!"$%!%
	
%

 "	(

&
	


GSFC/Wallops Flight Facility

*	&
	
<#)!+1

*:;;;1


%1,1-:/!::2-

 	

	




	
	 
		


 
	
	

	



	

					





#"(&$		

	


	
#"(&

	#&'("



	$
  
8	






	)& 


$
!

#	
$		
##
	

#



$ 	




		$3#!





	$	



	

			 C
	


	4
&
	

	




	
		
*		

		


#
%


	
 C

	




$



	



		$ 
8






	$	 C
	


	

	
D
	


#

	
	A#

 
8 

		
	


$	# C	

	

	

 



	

	## 
	

	


 
8CE.	3FE&8F



 
8	%


  
8	

	

	



 C"		


	
	# "		


		
#
%





*
+		
 
 		

 		


#






	

	
	


	



	


	
	

	

 	#
##;!

8G*

4
 =
$

"	4
G
##	" 3



	

	
	#		
$





	
#$

##

&
8	
	

	#	#	%



4
	3*		%

 3*

 .
B	
!&
!:

#	>&:0,/5!000+


:0:;,-!;,1:

3* 

8$## 

" 3

 	


 


  

	 	
 


 
 


  

  

)
,	
		


	& -%

-	+

3



#
	
#



	$ 	






	&



	#	
"(&


	8

	$
  
8



	8

		

	
			




H

	##
	

		

	$
# 
	

	
38H






 



!"#
!$%&'!&&